Dr. Alexandre Motard is a family physician in Montreal, Quebec, affiliated with McGill University. A graduate of Université de Montréal with residency training at McGill, he has spent 20 years at the same multidisciplinary GMF clinic, providing care from prenatal to geriatrics while teaching future physicians. Formerly a hospitalist for 18 years, he now balances clinical work, management duties, and home care. Since 2011, he has also authored numerous educational modules for the FMPE’s Practice-Based Small Group learning program.
Q: How did you get involved with the Practice-Based Small Group (PBLP) learning program?
I first joined in 2005 as a small group member. At the time, a colleague invited me to monthly meetings at the CLSC. The format appealed to me—we discussed medical topics in a way that tied continuing medical education (CME) directly to the realities of our local practice.
While the modules are used across Canada, the group discussions are grounded in local context: who to refer to, how to access certain services, and what resources are available in Quebec. That combination of evidence-based learning and practical problem-solving kept me engaged, and I still participate in the same group to this day.
Q: How did you transition from participant to author?
At some point, the program was looking for authors from different provinces to ensure broad representation. I was contacted—likely through the department—and invited to co-author a module with a more experienced writer. That first experience went well, and I’ve continued ever since, usually producing one module a year. I’m now working on my 14th.
Q: For those who don’t know, what’s involved in authoring a PBLP module?
It’s more collaborative than people might think. You don’t just sit down and write from scratch. The process starts with a survey to identify topics of interest and gaps in knowledge for family physicians and nurse practitioners. Once topics are chosen, authors select one that aligns with their clinical experience.
From there, I work closely with a medical writer and an editor. We start with a clinical case—often inspired by real patients (with details changed for privacy)—and outline learning objectives. We then refine the case, discuss it in a roundtable setting, and integrate evidence from guidelines and key research articles.
The writing and revising process is iterative. From first meeting to first draft usually takes about two months, but from start to final version it’s closer to nine months or a year. As the author, my role is to ensure the module remains clinically relevant, practical, and applicable to real-world practice.
Q: What makes a module interesting for you to work on?
It’s much easier and more enjoyable when the topic is one I’m actively engaged with in my own practice. For example, I’m currently finalizing a module on COPD, which I see often in clinic. A few years ago, I worked on one about concussion, which resonated because my children play high-risk sports like rugby, football, and mogul skiing.
Choosing topics where I can draw on real-life experience keeps the content grounded and makes the writing process more rewarding.
Q: After so many years, what keeps you motivated?
I value the mix of clinical learning and collegial exchange. Authoring modules not only sharpens my own knowledge but also contributes to better primary care across the country. And being part of both the writing and the small group discussions means I see how these materials come to life in practice. It’s gratifying to know the work has a tangible impact.