In addition to its breathtaking natural beauty and ice hockey prowess, Canada boasts many excellent medical schools, several of which are located in its most populous province, Ontario. If you intend to apply to medical schools in Ontario, you will need to complete the Ontario Medical School Application Service (OMSAS), a common application used by the following programs:
Applying to medical school can be a stressful and time-consuming ordeal, so we put together this guide to take you step-by-step through the entire OMSAS application process. We’ll walk you through each section and subsection of the application in the order that they appear, and we’ve included helpful links to in-depth resources throughout.
Our goal is to help you get your application filled out correctly, so you can stand out from the other applicants and maximize your chances of getting accepted to your first-choice Ontario medical school.
The first step to beginning your application is to register for an account on the OMSAS website. You will need to submit key biographical information and create your own username and password. After submitting the registration form, check your email inbox to verify your account using the verification link.
Please note that OMSAS automatically logs users out after 20 minutes of inactivity; therefore, we recommend assembling application information in separate, offline documents so you can simply copy and paste pieces into the appropriate sections without worrying about losing your work. This is an especially prudent habit when it comes to lengthy sections like Autobiographical Sketch/Verifiers (i.e., extracurricular activities), which will likely take you several hours to complete.
When you log in to OMSAS, you will see several links on the left side of your screen under the “Application Links” heading. Each of these links will take you to a different section of the OMSAS application—we’ll walk you through how to fill out each of these sections below.
Like most applications, OMSAS requires applicants to submit a variety of supporting documentation. The OMSAS Document Tracking tab tracks which documents have been received in these three categories (note: “received” does not mean “submitted”):
To stay organized and ensure no document submission deadlines slip through the cracks, we recommend writing down all of the important application deadlines on a calendar. We also recommend setting reminders at least three weeks in advance of deadlines to submit documents, as there are often lag times between when documents are submitted vs. when they are received.
Additionally, it’s a good idea to double-check the Document Tracking tab at least a week before final deadlines to ensure confirmation of receipt for all important documents. Please note that, in several cases (e.g., transcripts, MCAT scores), you will have to request your documents directly from the provider in order for them to be received by OMSAS.
On the Secure Applicant Messaging (SAM) tab, you can upload any required supplementary documentation, such as:
Even though OMSAS functions as a common application for its six member schools, each school has its own set of requirements, so make sure to double-check that you have submitted the required supplementary documentation for all schools to which you are applying.
In this section, you will fill out your personal information, such as your name, date of birth, citizenship, demographic information, and more. It is important to ensure that the information you submit matches the information on your legal documentation, such as the information on your health card or government-issued ID or passport.
Here you will fill out your contact information, including your email (remember to click the verification link in your inbox), your home and mailing addresses, and your phone number.
Next, you will proceed to the Other Information section, which is where you can explain any unusual circumstances that might be relevant for your application, such as academic offenses on your record or interruptions in your undergraduate education. Applicants who took time off from school for health or other personal reasons, for example, should explain the details in this section.
Any details you provide should be factual and straightforward, rather than your own interpretations or opinions about what happened. Though it may be tempting to explain a particularly low passing grade or a below-average semester or trimester GPA in this section, you should only note any circumstances that exactly match those specified in the section.
After reviewing and completing the three information sections, you will select which of the six Ontario programs you want to apply to. Make sure to look through the drop-down lists carefully for each program, as you want to ensure you are applying to the correct sub-program, such as MD/PhD, if relevant.
We highly recommend reviewing the program-specific requirements for all schools on your list; you don’t want to apply to a program only to find out you weren’t eligible because you lacked something in your application!
If you have applied to any of the six OMSAS schools before, you need to note the year of your prior application in this section. Otherwise, proceed to the next section.
The purpose of this section is to create a detailed timeline of your educational history. It is important to enter complete and accurate details for all schools, starting with your high school up to your final post-secondary school, in this section. If you moved or transferred schools at any point in your academic career, you should note all of the schools you attended, not just the school from which you graduated.
Make sure to carefully read the instructions under “Institution Name,” as the processing of your transcripts might be delayed if there are any discrepancies.
This next section will capture your academic performance in post-secondary education. In this section, you can request transcripts within the OMSAS application portal if you attended an Ontario university or college. If you attended another Canadian university or college, or if you attended an international university or college (including within the United States), you must contact the registrar of your school to have their office submit your transcripts directly to OMSAS.
If your college or university is outside of Canada or the United States, you will also need to complete a World Education Services (WES) assessment, and have it sent to OMSAS by the application deadline.
In the Prerequisites section, you will provide information that demonstrates that you’ve met the academic prerequisites for certain schools. Note that only two OMSAS schools require this: University of Ottawa and University of Toronto.
For each prerequisite category (e.g., “Biology,” “General Chemistry”), you’ll input information on the courses you’ve taken to meet that requirement. This includes the course name and number, university at which you took the course, course start date, number of credits, grade received, and a URL to the course description.
In the School Submission section, you will submit any school-specific information, such as supplemental essays, written response items, or affirmations that you have or will complete tests such as Casper (required by McMaster University, University of Ottawa, and Queen’s University). Once again, we highly recommend carefully reviewing the Program Requirements Overview to ensure you have all the necessary pieces for your selected schools.
The following OMSAS medical schools require you to prepare secondary essays: Northern Ontario School of Medicine, University of Toronto, and Western University.
Of the three schools, Northern Ontario’s essays are the most straightforward, with the majority of prompts fitting into common categories of secondary essays, such as diversity, adversity, and “Why us?” essays. We provide thorough guidance on how to approach writing these common types of essays, including full-length examples, in our comprehensive secondary essays guide.
Both the University of Toronto and Western University ask you to write supplemental essays that expand on activities you’ve already touched on in your Autobiographical Sketch (we’ll go into more detail on the Autobiographical Sketch in Part 4). Toronto calls this a “Detailed Autobiographical Sketch” and asks for a 500-word essay about a single impactful experience. In contrast, Western requires an “Abbreviated Autobiographical Sketch” that consists of four to eight 2,400-character essays (around 400 words each).
If you’re applying to Western, it’s important to note that their essays revolve around demonstrating the following core values:
You’ll be required to write 1–2 essays per value, each discussing a single activity through which you’ve demonstrated that value. These activities should primarily come from your Autobiographical Sketch, though you may include up to two other activities. And though you may technically write just one essay per value—i.e., four essays total—Western notes that this approach is unlikely to result in a competitive application. Therefore, you should plan to write two essays per value, or eight essays total, for your Abbreviated Autobiographical Sketch.
In addition, the University of Toronto requires responses to two other prompts, and Western allows you to submit an optional adversity essay. You can find all the prompts for each Ontario school in our complete list of medical school secondary essay prompts.
Next, we will examine in closer detail the three University of Toronto secondary essay prompts, as well as example essays that work.
Question 1: Detailed Autobiographical Sketch: Write about an impactful experience from your Autobiographical Sketch that demonstrates your personal growth, character, and values. How did this experience prepare you for medical school? (500 words)
This question allows you to expand on one of the brief descriptions you provided in your Autobiographical Sketch. It is important to select a meaningful experience, ideally one that contributed to your desire to pursue a career in medicine.
With several questions embedded within the prompt, it is key to address each of the qualities listed within a greater story. In other words, your response should address personal growth, character, and values, as applicable.
Here’s an example that does this effectively:
Reflecting on my anthropological research in Uganda, I now appreciate the dramatic growth personally and professionally afforded by this experience. With Dr. Smith, I pursued ethnographic research into HIV treatment and care as part of a greater public health summer research experience. This project specifically queried the barriers local eastern Ugandans face in accessing antiretroviral therapy for HIV. From transportation challenges to stigma, the barriers we uncovered were significant and provided a background for questioning the greater forces that create systemic limitations in healthcare access.
Without prior training in the field of anthropology, I found myself pouring over textbooks of methodology, as well as books detailing the history and culture of eastern Uganda. I felt overwhelmed by the knowledge gaps that were readily apparent as I began to set my own interview and participant observation schedules to complete open-ended anthropological research. The support of my superiors was invaluable and emphasized the essential team-based approach to both research and medicine. Through the acquisition of a new skill in an unfamiliar setting, I developed patience with my own learning and flexibility for unexpected challenges. Connecting with locals over their life histories related to the HIV epidemic was both humbling and rewarding. Many patients that we interviewed faced extreme adversity in their lives. Yet, these individuals are some of the most positive and grateful people with whom I have had the pleasure of interacting. Their outlook on life inspired me to reflect on my own perspective, with the goal of expanding my appreciation for connection and presence within the moment.
When I faced my own medical ailment while abroad, I experienced firsthand the challenge of navigating an unfamiliar and underfunded healthcare system. Traveling to a medical clinic by foot, having a fever in the high heat, and lacking access to my loved ones back home revealed the vulnerabilities of illness. With a personal experience that aligned with the barriers local Ugandans were facing in acquiring daily HIV medication, I became even further impassioned to help contribute to structural change. We were ultimately able to articulate our findings to the town’s public health board amplifying the concerns voiced by locals. I hope to continue to give a voice to those in need throughout my career in medicine.
My anthropologic research experience in eastern Uganda has strengthened my resolve and prepared me for the difficult tasks ahead in my medical career. This time fostering a global perspective that unveiled my desire to pursue a career in global health, I have also come to realize the importance of medical training that is socially and global health conscious. I believe these principles are central to the University of Toronto School of Medicine and, as such, I think my experiences make me a fitting candidate for the program. I hope to carry the insights, values, and perspectives learned in my anthropologic research experience into the remainder of my career to broaden both mine and others' view of the world.
Let’s review what is strong in this approach:
Question 2: In Hope in the Dark, Rebecca Solnit writes, “Hope locates itself in the premises that we don’t know what will happen and that in the spaciousness of uncertainty is room to act… It’s the belief that what we do matters even though how and when it may matter, who and what it may impact, are not things we can know beforehand.” How can you relate Solnit’s quote to your life experiences? (250 words)
In this essay prompt, the admissions committee is asking for you to reflect upon a quote about hope. This reflection should relate to your own experience, whether directly or adjacent to medicine.
Before writing, take a moment to think about how the quote makes you feel and what personal experiences you have had that connect to its principles. There are many ways to answer such a prompt, but your response will stand out most if you are able to demonstrate personal growth within your narrative.
Below is an example that is successful:
Solnit’s reflection on hope has powerful ties to my own journey into medicine. I agree that while we do not know what will come through life, it is important to pursue meaningful work in one’s life precisely because we will not have advance notice of the impact that we may have beforehand. I am attracted to the field of medicine both for the ability to devote my life to others and to be a vector of hope. Through my experience volunteering at the Hospice Center, I have directly seen the role that physicians have in guiding patients and family through uncertainty at the end of life. While hope does not necessarily correlate to longevity in the palliative care patient population, physicians’ greatest contribution is accompaniment and reassurance of a life devoid of suffering. I aspire to provide this care to patients and their families, sharing their joy but also their sadness.
This lesson on hope can also be applied to life generally in that we as individuals should remain intentional in the potential for action. I directly utilized this principal in my volunteering role at Caring for Kids. There was an opening that became available unexpectedly, which I was able to fill. While it was not a role that I had initially envisioned for myself, this position allowed me to grow my skills in organization, communication, and teamwork. With uncertainty comes opportunity, and I will continue to aspire to seek engagements outside of my comfort zone to grow personally and contribute broadly.
What works about this essay?
Question 3: A recent UN News post states, “Unreliable and false information is spreading around the world to such an extent, that some commentators are now referring to the new avalanche of misinformation that’s accompanied the COVID-19 pandemic as a ‘disinfodemic’.” What would you do to address the increasing ‘disinfodemic’? (250 words)
This prompt asks that you address a component of current events and, with it, a novel term describing misinformation. You will want your response to address a definitive action that you can do to address the “disinfodemic,” either in reference to COVID-19 or more broadly.
Let’s take a look at an example:
Education is the greatest way to battle disinformation. There are several angles by which one can counter the “disinfodemic,” ranging from personal to professional actions. I admire many physician activists who have spoken out on social media to ensure the public is receiving accurate health information, especially in light of the COVID-19 pandemic. Yet, there is a role for broader scale action as well. My involvements—on the AMSA Advocacy Committee and as a Political Science minor—have illustrated that caring for patients isn’t solely confined to an exam room.
Privileged with political and medical knowledge, a community-centered physician has the power to make change through advocacy and outreach. While this goes beyond the “do no harm” oath, it’s evident that physicians ought to go above and beyond for their patients. I believe the future of patient care is “doing all you can;” this will hinge on political activism and a strong uniting presence within one’s community—medical and non-medical alike. By having a strong network and platform, a physician advocate can reach broader audiences as a medium to effect public opinion.
To combat the “disinfodemic,” medical students should be trained in health policy and community health. With such training, future physicians will possess skills to address the social context of health that’s best served outside of individual physician-patient interactions. By rooting medical education in socially conscious perspectives, the field can begin to make strides toward systemic solutions that will prevent injustices in healthcare and unroot the source of disinformation.
How is this essay effective?
