Preparing the Leaders of Tomorrow: Learnings from a Two-Year Community of Practice in Fragility Fractures

Figures & data

Table 1. Learning objectives for each core competency.

Core competency	Objectives
Inter-Professional Collaboration	Advocate that healthcare professionals have a fundamental responsibility to work together to improve health outcomes for patients, families, and communities Develop the leadership ability, self-confidence and skills to identify and deal with problems related to the inter-professional team Foster mutual respect among team members Demonstrate collaborative interactions – such as communication, responsibility, accountability, coordination, cooperation, assertiveness, autonomy – and the sharing of skills and knowledge to improve patient care Review of motivational interviewing, to enhance communication skills, with patients and colleagues
Economies of the Healthcare System	Review the economic evaluations behind healthcare policies and guidelines Critically evaluate economic evidence for clinical decision-making and intervention selection. Advocate the importance of understanding health economics to improve clinical care.
Adult Learning Principles	Enhance awareness and understanding of international trends in Medical Education Increase awareness, knowledge and confidence on “what are” and “how to apply”, principles of adult learning, for better education learning experience
Behavioural Science and Educational Psychology	Explain the importance of behaviour as a profound influence on human health Describe the broad scope of evidence in behavioural science for models of behaviour and behaviour change Apply knowledge of behaviour and behaviour change to solve problems relating to individuals’ health and well-being and to provide access to appropriate resources, such as behaviour change interventions Advocate and place a high value on behavioural sciences as a key body of evidence to help improve health outcomes in individuals, families, interdisciplinary healthcare teams, and communities Develop effective strategies for advocating change in workplace and the healthcare system
Leadership	Treating and managing patients with fragility fractures while coping with the COVID-19 crisis in members’ clinical settings Leading and supporting yourself and colleagues in a crisis situation Demonstrating resilience in times of crisis and adopt strategies for managing stress with the unknown Discuss the present impact of COVID-19 on delivery of care Review the current status of clinical practice guidelines for fragility fracture Discuss the role of new ASBMR guidelines for secondary fracture prevention Translate complex science in the field of fragility fractures to support other healthcare professionals Discuss the role of telemedicine from the perspective of patients and healthcare providers, and the keys to becoming an effective virtual educator and facilitator Develop problem-solving skills to facilitate effective team leadership Identify workable solutions to current challenges in the delivery of care
Technology Literacy	Develop an awareness of current standards and policies, within your healthcare institution, on the use of healthcare technology. Critically evaluate healthcare contexts in which the use and implementation of technology is appropriate. Identify and resolve shortcomings in members’ approach to technology in the workplace Advocate the use of technology with patients and interprofessional healthcare (IPC) team members. Apply leadership skills to help team members adapt to and solve problems related to technology in the workplace.

Table 2. Participants description by speciality and country.

	Brazil	Denmark	France	Germany	Ireland	Spain	UK	Total
Geriatrician/ Stroke Physician				1	1			2
Endocrinologist		1		2		2		5
Internal Medicine Physician						1		1
Orthopaedic/ Osteologist				2				2
Rheumatologist	2		3			1	2	8
Total	2	1	3	5	1	4	2	18

Table 3. Anticipated impact of learnings from webinars, self-reported on a 3-point scale, with an open field a follow-up question asking participants to justify their response.

Question	No or little impact	Moderate impact	Strong impact
How much impact will the webinar on interprofessional collaboration have on your leadership and why? (Online assessment, n = 7)	n = 1	n = 5	n = 1
	“This webinar helpfully focused on creating an awareness of interprofessional collaboration barriers but did not progress to facilitating better performance beyond that”.	“I already possess good communicational skills […], but for sure it is also helpful to have this information presented in a systematic way”.	“I work as a team with a nurse or nursing assistant, medicine students, colleagues from other specialties […] so for me it’s important to learn skills about interprofessional collaboration”.
How much impact will the webinar on health economics have on your leadership and why? (Online assessment, n = 6)	–	n = 5	n = 1
	–	“I have limited access to experts in health economics to help develop business cases/models so what I have learned will be of benefit to me with future projects”	“In the (near) future I would like to implement an FLS in my hospital”.
How much impact will the webinar on adult learning principles have on your leadership and why? (Online assessment, n = 17)	n = 1	n = 12	n = 4
	“Lack of tools to implement changes”.	“I have started evaluating the efficacy of my learning activities”.	“I will be able to set objectives in my daily practice more properly with my team”.
How much impact will the webinar on behavioural science and educational psychology have on your leadership and why? (Online assessment, n = 17)	n = 3	n = 11	n = 3
	“I have experienced the webinar as very theoretical with little relevance to challenges in daily clinical life.“	“I think it will need a lot of practice to apply that knowledge to my leadership”.	“It reinforces the importance of explaining to my team the benefits behind the change and to get better results”.

Table 4. Frequencies of correct/incorrect answers on multiple choice questions by theme.

Theme*	Correct answers	Incorrect answers
Behavioural science and educational psychology (5 questions, n = 12)	49	11
Adult learning principles (2 questions, n = 12)	17	7
Interprofessional collaboration (11 questions, n = 7–8**)	68	14
Health economics (10 questions, n = 6)	55	5
Critical appraisal of guidelines (2 questions, n = 9)	18	0

* Full list of questions available in supplementary material B.

** n = 8 for first 5 questions, n = 7 for the 6 remaining questions