Dr Teeple is a family physician who worked for over 25 years in multiple clinical and academic settings from tertiary care to rural/remote locations. She has a fellowship in teaching and won numerous teaching awards over her career as an associate professor at Western. She was a national educator in palliative care, and served in multiple leadership roles with the Foundation for Medical Practice Education (FMPE) in addition to her work as a palliative care consultant in southwestern Ontario.
Q: A key part of your work has been in assessment and education within FMPE. Can you tell us about that?
I started with the Foundation as an author, developing modules tailored to emergency medicine. There was a real need for small group learning in this area, and FMPE supported me in writing and facilitating these modules. Over time, I became an editor, working in that role for about a decade before transitioning to co-director of module development alongside Dr. Liz Shaw. That involved editing, curriculum planning, and program development.
In the last three years, I shifted toward practice improvement and quality improvement. Since I’ve been out of clinical practice for about five years, editing clinical modules no longer made sense. Instead, I focused on quality improvement methodologies that help primary care providers—physicians, nurse practitioners, and others—integrate these principles into their practice. While many have engaged in quality improvement informally for years, licensing bodies are now emphasizing its formal integration. FMPE has been instrumental in supporting this evolution through structured projects and small group learning.
My background as chief of staff and VP of medical at a hospital in Ontario helped prepare me for this work. Nearly 20 years ago, there was a major push for quality improvement in Canadian hospitals, informed by the Institute for Healthcare Improvement. That experience allowed me to build expertise in this area, which I now apply to education and practice improvement at FMPE.
Q: FMPE’s small group learning model has been described as a ‘safe space’ for physicians. How do you see its impact?
Small group learning provides a unique environment where clinicians feel safe discussing challenges, including mistakes. That culture of openness doesn’t happen by chance—it’s embedded in FMPE’s approach from administration to curriculum development.
We haven’t conducted formal studies linking small group participation to reduced physician burnout, but based on my experience, I believe it plays a significant role in supporting well-being. Peer support and shared learning create a sense of community, which is critical in a demanding profession like medicine.
Q: You mentioned a physician wellness module that had a significant impact. Can you tell us more about that?
The wellness module was one of the most rewarding projects I worked on. It was co-authored with Dr. Jill Bailey, a fantastic GP psychotherapist. We developed small group sessions that ran over six weeks, and the feedback was incredible. Physicians told us it changed their practices—and even their personal lives. One participant said the discussions saved their marriage. Another realized they didn’t have to work from 7 AM to 6 PM every day and set healthier boundaries.
That module reinforced the importance of peer support in medicine. It provided practical tools for managing stress, setting limits, and prioritizing well-being. FMPE continues to build on that work with new practice improvement initiatives.
Q: As you reflect on your 25 years with FMPE, what stands out most?
It has been a privilege to work with such a dedicated team. The staff, from module coordinators to administrative professionals, bring a level of excellence that is inspiring. The authors, editors, and FMPE leadership have created an environment of learning and inclusivity that is rare.
One of FMPE’s defining qualities is its growth mindset. Many medical institutions operate with a fixed mindset—this is how things have always been done, and change is risky. FMPE, on the other hand, embraces learning. Mistakes aren’t seen as failures but as opportunities to improve. That attitude has permeated the organization for decades. The focus is always on how we can refine our programs and enhance learning opportunities. That collective commitment to excellence has made my time with FMPE deeply fulfilling.