It explores how the Okanagan Charter applies within medical education, and how it connects with physical, psychological, and cultural safety, as well as equity, diversity, inclusivity, and accessibility (EDIA).

Together, these concepts provide a foundation for understanding how environments shape the way people learn, work, and live within the Faculties of Medicine.

This section builds the foundation for the rest of the toolkit. It introduces the key concepts, principles, and approaches that underpin health-promoting environments.

What is a Health-Promoting Environment?

“Environments that deliberately support the skills, aspirations, and challenges of learners, faculty, and staff enabled by wellbeing-centered policy, communities of connection, resources that support patient care and personal growth, nested within inclusive spaces.”

Why This Matters in Medical Education

A safe and health-promoting environment is foundational to the success and wellbeing of all members of the medical community. Medical training is demanding, and learners, educators, and staff face cognitive, emotional, and physical pressures daily. Environments that prioritize safety and health promotion enable everyone to engage fully, collaborate effectively, and develop skills and professional identities without the added burden of preventable stress or harm. Supporting wellbeing is not all about individual effort; it’s about intentionally shaping systems, policies, and cultures where everyone can work, learn, and care to their greatest potential.

Health-promoting environments also shape how future physicians practice care. By fostering cultures grounded in respect, inclusion, collaboration, and partnership, they support the development of practitioners who are equipped to engage meaningfully with patients, families, and communities as partners in health. In this way, patient-centred engagement is not only a value, but a core outcome of medical education that extends beyond academic institutions and into clinical practice and community settings.

Health-promoting environments directly influence the future of medicine. When wellbeing is embedded into institutional culture, it models healthier professional behaviours, supports innovation and learning, and helps prepare physicians to contribute to safe, inclusive, and sustainable healthcare systems. By fostering health-promoting cultures within Faculties of Medicine, institutions can influence the learning, work, and care environments experienced by healthcare professionals, patients, and communities across the continuum of care.

La Charte de l'Okanagan

The Okanagan Charter is an international framework that guides post-secondary institutions in becoming health-promoting environments. It calls on campuses to move beyond individual or temporary wellbeing initiatives and instead embed health into all aspects of campus systems and culture.

Developed in 2015 through a global collaboration of higher education and health promotion leaders, the Charter builds on decades of work in health promotion, including the foundational principles of the Ottawa Charter for Health Promotion (1986).

“Health is created and lived by people within the settings of their everyday life; where they learn, work, play, and love.”

– The Ottawa Charter on Health Promotion

Purpose of the Charter

The Okanagan Charter provides a shared framework to guide institutions in advancing health and wellbeing in intentional, coordinated, and sustainable ways. It supports institutions to:

Align policies, practices, and environments with health-promoting principles.
Strengthen collaboration within and beyond the institution.
Generate knowledge and innovation in health promotion.
Contribute to broader social, cultural, and ecological wellbeing.

The key is not creating new work but leveraging the Charter to help institutions integrate and align existing efforts, creating cohesion and greater impact across the continuum.

The Charter has two calls to action:

Embed health into all aspects of campus culture, administration, operations and mandates.

Lead health promotion action and collaboration locally and globally.

Together, these calls to action position institutions as both stewards of health promotion within their own environments and as collaborative partners in advancing wellbeing beyond institutional boundaries.

A Whole-System Approach to Wellbeing

A defining feature of the Okanagan Charter is its whole-system approach. Health and wellbeing are not viewed as the responsibility of a single program or department, nor as the outcome of individual behaviours alone. Instead, they are shaped by the interaction and intersection of:

Institutional policies and governance
Physical and virtual environments
Organizational culture and relationships
Access to services and supports
Teaching, learning, and working conditions

This perspective shifts the focus from individual perseverance to intentionally shaping environments that support health and wellbeing by design.

Relevance to Faculties of Medicine

Faculties of Medicine are complex systems where education, clinical care, research, and administration intersect. Within these environments, health and wellbeing are influenced by factors such as workload, learning culture, leadership practices, equity and inclusion, and accessibility of support.

Applying the Okanagan Charter in this context means:

Aligning institutional policies and structures with health-promoting values.
Embedding health promotion into curricula, clinical training, and academic practices.
Fostering safer, more inclusive learning and working environments.
Supporting learners, faculty, and staff across the full continuum of their work and training.

The Charter does not prescribe a single approach. Instead, it provides a flexible framework that can be adapted to local contexts, priorities, and needs.

From Framework to Action

The Charter is not meant to remain conceptual. Its value lies in how it is applied. This toolkit translates the Charter into practical actions by connecting its principles to realities of the academic medicine environment, providing strategies across policy, culture, spaces, and services, and supporting coordinated, system-level implementation. In doing so, it helps move from shared aspirations to shared actions, and from isolated efforts to sustained, institution-wide change.

The Okanagan Charter invites Faculties of Medicine to reimagine how health and wellbeing are created. Not as an added priority, but as a foundational element of how we teach, learn, work, and lead.

Okanagan Charter Implementation: At a Glance

These elements are interconnected and often progress in parallel

Key Principles for Creating a Health-Promoting Environment

These guiding principles are embedded throughout the Toolkit

Whole Systems Thinking

Address the full environment: culture, policies, spaces, and relationships.

Faculty Wide Integration

Embed wellbeing across all roles, functions, and activities.

Broad Engagement

Co-create solutions with learners, faculty, staff, and partners.

Cross-discipline Collaboration

Engage across fields and sectors to strengthen impact.

Evidence-informed Action

Use data, research, and continuous improvement to guide decisions.

Strengths-based Approach

Build on what is already working and scale effective practices.

Local & Indigenous Context

Ground actions in place, culture, and community knowledge.

Universal Responsibility

Promote wellbeing through equity, dignity, and social justice.

Health-promoting institutions commit to system-wide action that creates the conditions for individuals and communities to learn, work, connect, and contribute at their fullest potential.

Sécurité sur le plan physique, psychologique et culturel (PPC)

Safer and more inclusive health-promoting environments are not only defined by policies and programs, but by how people experience their learning and working conditions every day.

Physical, psychological, and cultural (PPC) safety provides a shared context for understanding the conditions that support wellbeing across the Faculties of Medicine.

Definitions of PPC Safety

*as defined by the Canadian Medical Association (CMA)

Physique

Physical safety is the result of an environment that identifies, minimizes, and mitigates harm, injury, and illness, threats of harm or injury, or near harm or injury that may be inflicted by a person, substance, object, hazard, environment, or occupational practice.

Psychologique

Psychological safety is a climate of trust and respect in which people are comfortable working to their full scope of practice and potential and hold the belief that teammates and leadership will support, and not embarrass or punish, a colleague for speaking up in the line of work.

Culturelle

Culturelle is a lifelong practice of self-reflection and respectful engagement that recognizes and accepts unique individual identities, differences, preferences, and social spaces, and strives to address inherent power imbalances in the health care system, resulting in an environment free of racism and discrimination where people feel safe to be their authentic selves.

Psychological Security is a broad concept referring to a person’s sense of internal stability, emotional safety, confidence in their own worth, and belief that they can navigate challenges without fear of emotional harm. It describes an inner state, rather than a team or organizational condition. This is different from psychological safety (which is about group dynamics). Psychological security is about how secure you feel inside yourself.

Connecting PPC Safety and the Charter

Physical, psychological, and cultural (PPC) safety defines what a health-promoting environment looks and feels like in practice.

The Okanagan Charter provides the structure and direction to create and sustain those conditions at a systems level.

Together, they connect principles to practice – ensuring that health promotion is both intentionally designed and meaningfully experienced across Faculties of Medicine.

Dimension

What this looks like in practice

Connection to the Charter

Physical Safety

Safe physical design of spaces
Ergonomics and workload considerations
Access to health supports

The Charter calls for environments that promote physical health, wellbeing, and safety, designing spaces that support the wellbeing of faculty, learners, and staff.

Psychological Safety

Open communication without fear
Support for mental health and wellbeing
Respectful team dynamics

The Charter calls on faculties to prioritize mental health and wellbeing, creating environments where psychological safety is embedded in the culture and individuals feel supported.

Cultural Safety

Respect for diverse identities and lived experiences
Addressing power imbalances
Inclusive and equitable environments

The Charter advocates for inclusivity and diversity, promoting environments where cultural safety is embedded and campuses are welcoming to all identities and backgrounds.

Why PPC Safety Matters for Health-Promotion

Physical, psychological, and cultural safety are interconnected and mutually reinforcing. When one dimension is missing, the overall environment is unbalanced.

Together, they create the conditions for individuals and communities to feel safe, valued, and able to contribute to their full potential.

Reflection prompts

Where do we see strengths in PPC safety within our environment?
Which dimensions require greater attention or investment?
How are these conditions experienced differently across roles or groups?
What small changes could strengthen PPC Safety in our everyday environments?

Equity, Diversity, Inclusion, and Accessibility

Equity, Diversity, Inclusion, and Accessibility (EDIA) are individual, foundational elements to creating health-promoting learning and work environments. Within the context of the Okanagan Charter, EDIA ensures that efforts to support health and wellbeing are experienced equitably across diverse individuals and communities.

As terminology may evolve or differentiate across institutions, the significance does not necessarily lie in what the concept of EDIA is called, but in what it enables: addressing structural inequities, enabling meaningful participation, and supporting the health and wellbeing of all learners, educators, staff, and patients.

EDIA is therefore not an ‘add-on’ to health promotion but a core condition that shapes institutional commitments to wellbeing in a meaningful, effective, and sustained way.

Why EDIA Matters in Health-Promotion

Environments that do not address structural inequities may reinforce barriers to participation, limit access to opportunities, and contribute to exclusion, burnout, and mistrust.

When EDIA is embedded across policies, practices, and culture, institutions are better positioned to support equitable access, foster belonging, and create conditions where individuals can participate fully and safely. *In medical education and healthcare settings, these conditions are directly linked to learner wellbeing, team effectiveness, and the quality and equity of care.

Core Elements of EDIA in Health Promotion

Equity: Addressing Structural Barriers

Equity involves identifying and addressing systemic barriers embedded in policies, practices, and institutional culture. This includes:

🔹 Admissions, assessment, and hiring practices
🔹 Access to mentorship and leadership opportunities
🔹 Distribution of resources and support

Aspirational commitments alone are insufficient. Without corresponding behavioural and structural change, institutions risk disengagement and disillusionment, particularly among those who continue to experience inequities, including women, Indigenous, and Black physicians.

Diversity: Representation and Perspective

Diversity reflects the presence of differences in identity, background, experience, and ways of knowing. In health-promoting environments, diversity is not only about representation, but about:

🔹 Whose knowledge is included in curricula
🔹 Whose perspectives inform decision-making
🔹 Whose experiences are recognized as valid

Diversity without inclusion or equity can reinforce existing power imbalances.

Inclusion: Belonging and Participation

Inclusion is the active and ongoing practice of creating environments where individuals feel respected, valued, and able to contribute meaningfully. This includes:

🔹 Addressing power dynamics related to hierarchy, titles, and perception
🔹 Creating space for diverse perspectives and lived experiences
🔹 Supporting everyday practices that signal belonging (e.g., pronoun sharing, visible allyship)

Inclusion requires more than representation—it requires voice, influence, and psychological safety.

Accessibility: Design, Not Accommodation

Accessibility is most effective when embedded from the outset through universal design, rather than addressed through individual accommodations alone. This involves:

🔹 Designing environments that are flexible and accessible to a wide range of individuals
🔹 Reducing barriers proactively rather than retroactively
🔹 Operationalizing evolving technical standards in everyday practice

Shifting from accommodation to design supports dignity, reduces stigma, and benefits everyone, not just those with disclosed disabilities.

EDIA relies on several cross-cutting foundations that shape how it is understood and implemented.

Cross-Cutting Foundations

Intersectionality and Specificity

Intersectionality recognizes that individuals experience overlapping and compounding forms of inequity. However, when multiple concepts are grouped without clarity, there is a risk of dilution. Effective implementation requires balancing complexity with clarity:

🔹 Identifying specific inequities and barriers
🔹 Understanding how they interact with each other and the environment
🔹 Designing responses that reflect the lived realities of individuals across multiple identities rather than generalized categories

Courageous Dialogue and Shared Understanding

Developing a shared understanding of what EDIA is, and what it is not, is essential, particularly in environments where terminology can be interpreted in different ways.

🔹 Terms like “marginalized” can unintentionally reinforce exclusion by defining individuals in relation to a dominant norm
🔹 Institutions should be thoughtful and intentional in how language reflects values, power, and belonging
🔹 Recognizing how hierarchy, titles, and perception shape whose voices are heard

Accountability and Evidence-Informed Action

Sustained progress requires moving beyond intention into action:

🔹 Embedding EDIA into decision-making structures
🔹 Collecting and analyzing disaggregated data (e.g., admissions, mentorship access, outcomes)
🔹 Demonstrating impact to maintain momentum and counter denialist narratives

Integration into Core Work

Equity and wellbeing should not be treated as standalone topics or periodic initiatives. When positioned as add-ons, they risk losing relevance and impact. Instead, EDIA must be embedded across:

🔹 Curriculum and assessment
🔹 Organizational culture and leadership
🔹 Policies, processes, and evaluation systems

Understanding EDIA alongside Physical, Psychological, and Cultural Safety and the core principles of the Okanagan Charter provides a foundation for implementing health-promoting strategies that are both effective and equitable.

Putting Foundations Into Practice

A 5-Step Implementation Guide

This section translates foundational concepts into practical action.

Building on what you’ve learned, it outlines a step-by-step approach to help you plan, implement, and sustain a health-promoting environment within your institution.

Through these steps, you will identify priorities, engage your network, and take coordinated action to create meaningful and lasting change.

Step 1: Identify Your Priorities

Starting a health-promoting initiative or action across your Faculty can feel overwhelming. Begin by clarifying where to focus your energy and resources.

A needs assessment can be a valuable starting point, helping you understand current strengths, gaps, and opportunities across your environment, ensuring that priorities are informed by data and diverse perspectives.

Where possible, ensure the process is inclusive, transparent, and iterative, and share findings with the community to build trust and sustain engagement.

What might a needs assessment include?

Surveys and questionnaires to gather broad input across learners, faculty, and staff

Focus groups or listening sessions to explore experiences in greater depth and hear diverse perspectives

Review of existing data (e.g., engagement surveys, wellbeing metrics, incident reports, evaluations)

Environmental scans of physical spaces, social dynamics, and organizational conditions

Policy and process reviews to identify gaps or misalignment with health-promoting principles

Mapping existing initiatives and resources to understand what is already in place and where gaps or duplication exist

Once you have analyzed your institution’s needs, you can begin to define and prioritize your actions. Grounding priorities in thoughtful assessment helps focus efforts and resources where they will have the greatest impact and lays a strong foundation for lasting, impactful change.

Consider the following:

Actions: Identify clear steps to achieve each goal.

Key Partners: Determine who needs to be involved (faculty leadership, administration, patients, learners, etc.)

Indicators of Success and Reporting: Define measurable indicators to track progress, and key elements that demonstrate meaningful change.

Resources Required: Outline the human, financial, and organizational resources needed to support each action.

Prioritization: Assign relative priority based on impact and feasibility (e.g., high, medium, low)

Status: Establish a simple system to monitor progress e.g., colour-coding (red=not started, green=in progress, blue=achieved).

Priority Planning Into Action

Example: A Faculty needs assessment identified a gap in governance, including the absence of a formal structure to coordinate and advance wellbeing efforts. In response, the establishment of a Faculty-wide Wellbeing Committee was identified as a priority. The group followed the planning process and brought their proposal to the Dean for support.

Priority Area: Policy / Governance & Leadership for Wellbeing

Actions: Establish a Faculty-wide Wellbeing Committee with representation across roles; define mandate, terms of reference, and reporting structure

Key Partners: Faculty leadership (Dean’s office), program directors, faculty, learners, professional staff, wellbeing offices

Indicators of Success: Committee established with formal mandate; regular meeting cadence (e.g., quarterly); representation across roles; integration into governance structure.

Reporting: Perceived visibility and credibility of the committee; feedback on inclusivity of representation; examples of issues elevated and addressed

Resources Required: Administrative support; dedicated time for members; modest operating budget

Priority Level: High

Status: In progress

Once you’ve identified your needs and detailed your priority list, consider creating a planning document to benchmark and track progress on all of your initiatives and actions. It might look something like this:

Reflection Questions to Guide: Priority Planning into Action

Which areas of impact are most urgent for your Faculty right now? (Refer to the six Strategic Directions.)
What actions, if taken early, could create momentum elsewhere? (e.g., enhancing shared spaces to support collaboration)
What existing governance structures, committees, or initiatives can be leveraged or strengthened?
How will you support implementation through clear collaboration and communication across roles?
How will you ensure initiatives are visible, measurable, and aligned with your faculty’s goals?
What dedicated resources are required, and how will they be secured?

Keep in mind:

Ensure the process is inclusive and representative
Be transparent about purpose and use of findings
Share results back with the community to build trust and momentum
Revisit and update regularly as part of an ongoing, iterative process

Step 2: Build Your Network

Health-promoting environments are shaped through a network of people and groups who can influence policy, practice, and culture through coordinated, collaborative effort. While everyone contributes to wellbeing, they do so in different ways.

Building on your identified priorities, the next step is to consider who is best positioned to help move this work forward.

Your network may include those who:

Set direction and priorities
Design and implement programs and initiatives
Deliver services and supports
Influence culture through everyday interactions
Gather and interpret data
Experience the impacts of these efforts firsthand

Health promotion is complex and multi-layered; when relationships are intentional and contributions are visible, institutions can move from isolated efforts to coordinated action.

A health-promoting environment embeds EDIA, wellbeing, and social justice not as parallel efforts, but as intentionally integrated elements of how people live, learn, and work within the environment. To achieve this, you need the right levers to move the wheel.

A strong network can:

Leverage diverse expertise and perspectives across roles and disciplines
Strengthen collaboration and communication, reducing duplication and gaps
Advance equity and inclusion by reflecting lived experiences in decision-making
Foster engagement and shared ownership of wellbeing initiatives
Support evaluation and continuous improvement through multiple data sources
Enable more strategic use of resources and build capacity
Drive culture change across all levels, from leadership to learners

Key Aspects of Mapping Your Network

1. Identify your levers for change: All individuals, groups, or entities affected by or capable of influencing this work.

2. Determine their levels of:

- Influence – how much their actions can affect the outcome
- Interest – how much their needs are affected by the outcome

3. Assess their ability to participate and find ways to involve them: Consider using an analysis grid:

Reflection Questions to Guide: Mapping Your Network

Who are the key individuals or groups currently contributing to wellbeing and health promotion?
Who is missing or underrepresented, particularly from equity-deserving groups or less visible roles?
Where are there strong connections and collaborations already in place?
Where are connections weak, siloed, or absent?
Who influences policy, resources, and decision-making?
Who shapes the day-to-day culture and experiences within your Faculty?
How are learners, staff, faculty, and patients/communities engaged in your network?
What mechanisms exist (or are needed) to support communication, alignment, and shared accountability?

Keep in mind:

Representation fatigue: the same individuals are often asked to contribute repeatedly
Consider opportunities to mentor and build capacity in new contributors
Ensure mutually beneficial participation, with clear value for those involved
Where possible, provide recognition, compensation, or protected time to support engagement

Building a Health-Promoting Faculty Network

Health-promoting faculties are shaped by a network of interconnected roles. While leadership helps set direction, meaningful change is driven through coordinated action and lived experiences across all levels. Enablers such as EDIA and data-informed improvement support alignment and impact throughout the system.

Step 3: Mobilize Action

Change in complex environments takes time, but progress is driven by clear actions, shared accountability, and sustained momentum. Rather than waiting for perfect conditions, focus on taking deliberate, achievable steps that build toward longer-term goals.

With priorities identified and your network in place, the next step is to translate plans into action. This means moving from ideas to coordinated implementation across your Faculty.

Moving from Planning to Action

Start with early actions: Identify a small number of high-impact, feasible initiatives to build momentum.

Clarify roles and responsibilities: Ensure your network understands their contributions and accountabilities.

Embed actions into existing structures: Align with committees, governance processes, and ongoing initiatives where possible.

Communicate clearly and consistently: Share priorities, progress, and opportunities for engagement across the Faculty.

Resource the work appropriately: Ensure time, funding, and support are in place to sustain efforts.

Track progress and adapt: Use data and feedback to refine and improve over time.

Mobilizing action is not a one-time effort—it requires ongoing attention and adjustment.

Sustaining Momentum

Build regular check-ins and reporting mechanisms to maintain visibility and accountability
Celebrate early wins and progress to reinforce engagement
Be prepared to adapt as needs, contexts, and priorities evolve
Reinforce that responsibility for wellbeing is shared across the system, not held by a single individual or group

Early, visible actions help demonstrate progress, build trust, and create energy for broader change. Focus on what is achievable now while working toward longer-term transformation.

Progress may be gradual, but with coordinated, intentional action, institutions can evolve, creating environments where wellbeing is not aspirational but built into the foundation of how academic medicine is constructed and experienced.

Step 4: Use the Six Strategic Directions

The six strategic directions have been adapted from the Okanagan Charter to serve the medical education context. This toolkit offers guidance and actionable steps to help you implement each of the six directions within your environment, regardless of your role.

With your priorities defined, your network established, and action underway, these directions help ensure your efforts are comprehensive, coordinated, and aligned across the system.

Rather than approaching initiatives in isolation, use the Strategic Directions to organize, strengthen, and expand your work, ensuring that multiple parts of the Faculty environment are working together to support wellbeing.

The Six Strategic Directions of the Okanagan Charter

1. Develop and Implement Health-Promoting Policy

Review, develop, and coordinate policies and practices that embed health, wellbeing, equity, and sustainability into institutional planning, decision-making, and accountability processes.

2. Create Sustainable, Supportive, and Inclusive Spaces

Create and sustain supportive, inclusive, and health-promoting environments by intentionally shaping the built, natural, social, cultural, academic, organizational, and virtual spaces that influence how people learn, work, teach, research, connect, and provide care.

3. Foster Thriving Medical Communities and Culture

Intentionally foster communities and cultures that promote respect, inclusion, belonging, psychological safety, compassion, collaboration, and shared responsibility for wellbeing.

4. Support and Sustain Meaningful Personal Development

Support opportunities for learners, staff, and faculty to strengthen competence, personal capacity, reflective practice, and life-enhancing skills that support wellbeing, professional growth, meaningful participation in local and global communities, and sustainable healthcare environments.

5. Review, Develop, and Strengthen Faculty Health Services

Coordinate and design campus services to support equitable access, enhance health and wellbeing, optimize human and ecosystem potential, and promote a supportive organizational culture.

6. Invest in Continuous Improvement and Evaluation

Foster a culture of ongoing learning, adaptation, and improvement by using evidence, feedback, and evaluation to guide decision-making, strengthen accountability, and sustain health-promoting environments.

How to Use the Strategic Directions

Map your current initiatives across the six directions
Identify gaps or areas of imbalance
Ensure actions are mutually reinforcing across domains
Use the framework to support planning, communication, and evaluation

Impact is strongest when multiple Strategic Directions are advanced together. For example, changes to policy, spaces, and culture can reinforce one another to create more meaningful and sustained improvements.

Step 5: Reassess and Revisit

Health-promoting work is ongoing. As your Faculty makes progress, it is important to regularly pause, reflect, and adjust your approach.

Revisit the previous steps to assess what has changed:

Are your priorities still the most relevant?
Has your network evolved, and are the right people engaged?
Are your actions achieving the intended impact?

Sustaining Progress

Reassess regularly using data, feedback, and lived experience
Adjust priorities and actions as needs evolve
Strengthen or expand your network as new opportunities emerge
Continue embedding wellbeing into structures, processes, and culture

This is continuous work!

Health-promoting environments are not built through one-time efforts. Ongoing reflection, adaptation, and learning are essential to sustaining meaningful and lasting change.

Okanagan Charter Strategic Directions: At a Glance

Health-promoting learning and work environments are shaped by the combined influence of policies, spaces, culture, personal development opportunities, health services, and continuous improvement efforts. While each Strategic Direction focuses on a different aspect of institutional wellbeing, they are interconnected and most effective when implemented together.

How the Strategic Directions Work Together

The six Strategic Directions are not intended to be implemented in isolation.

Policy establishes expectations, accountability, and priorities.

Spaces shape the environments where people learn, work, teach, research, and provide care.

Culture influences how people experience those environments and interact with one another.

Personal Development supports the knowledge, skills, and capacities needed to contribute to healthy communities.

Health Services provide access to supports and resources that promote health and wellbeing.

Continuous Quality Improvement and Evaluation helps institutions learn, adapt, and strengthen efforts over time.

Together, these Strategic Directions create a comprehensive framework for advancing health-promoting learning and work environments within Faculties of Medicine.

Getting Started

Institutions do not need to address every Strategic Direction at once. Many begin by identifying existing strengths, priorities, and opportunities for improvement, then selecting one or more areas for action. Progress in any Strategic Direction can contribute to broader organizational change and support advancement across the entire framework.

Continue exploring the toolkit:

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Developed by the Association of Faculties of Medicine of Canada’s Culture of Academic Medicine Initiative (CAMI) in collaboration with the Okanagan Charter Collaborative.

Suggested Citation

Do, V. Wellbeing Matters: An Okanagan Charter Implementation Toolkit. Association of Faculties of Medicine of Canada (AFMC), Culture of Academic Medicine Initiative – Towards Improved Provider Safety (CAMI-TIPS); 2026. Available from: [URL placeholder]

Help Improve the Toolkit

We welcome your feedback to help improve future versions of the toolkit. Questions, suggestions, and corrections are always appreciated.

Developed by the Association of Faculties of Medicine of Canada’s Culture of Academic Medicine Initiative (CAMI) in collaboration with the Okanagan Charter Collaborative.

Suggested Citation

Help Improve the Toolkit

We welcome your feedback to help improve future versions of the toolkit. Questions, suggestions, and corrections are always appreciated.

Wellbeing Matters: An Okanagan Charter Implementation Toolkit ⋅ Version 1.0 ⋅ September 2026