Memorial University's Doctor of Medicine MD Program objectives are aligned with the Medical Council of Canada Objectives and the Royal College of Physicians and Surgeons of Canada CanMEDS Framework. The program objectives identify and describe the skills and abilities required for physicians to effectively meet the health care needs of the people they serve. These competencies are divided into seven competencies (also known as CanMEDS roles) including Medical Expert, Communicator, Collaborator, Leader, Health Advocate, Scholar and Professional.
 
The first two years of the MD Program are divided into Phases 1, Phase 2, and Phase 3. Each of these three phases is organized into themes with both horizontal and vertical integration of physician competencies, community engagement, clinical skills as well as basic and clinical sciences as they relate to common clinical encounters and patient symptoms. A continuum of learning is created through four integrated and recurring courses:  The Patient, Physician Competencies, Community Engagement and Clinical Skills.  Phases 1, 2, and 3 also utilize a variety of teaching and learning experiences, including didactic lectures, independent learning modules, integrated learning sessions, small and large group discussions, tutorials and case-based learning, labs, as well as self-directed learning. Learning is further blended among disciplines and subject areas providing a truly integrated curriculum.
 
Phase 4 is compirised of the final two years of the MD Program. Learners participate as members of the health care team gaining the knowledge, skills and experience necessary to assume the responsibilities associated with patient care. During the Core Experiences course the learners are immersed in the clinical environment through exposure to core disciplines including internal medicine, surgery, obstetrics and gynecology, rural family practice, pediatrics and psychiatry through the block or longitudinal integrated clerkship streams. Entrustable Professional Activities (EPAs) are used as the framework for learning and assessment in Phase 4. EPAs are units of professional practice, defined as tasks or responsibilities that trainees are entrusted to perform without direct supervision. The use of EPAs allows for customization of learning plan for each learner in order to maximize learning opportunities and further the attainment of competencies. The Electives and Advance Practice Integration courses in Phase 4 offer learners the opportunity to supplement required learning experiences that provide exposure to and deepen their understanding of medical specialties reflecting their career and individual academic interests. Elective and selective requirements are based on the principles of self-directed learning and allow students to determine their own individual learning experiences.