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

Murray, Suzanne; Langdahl, Bente; Casado, Enrique; Brooks, Keyla; Libanati, Cesar; Lecce, Livio Di; Lazure, Patrice

doi:10.1080/21614083.2022.2142405

Cited by 2 publications

(1 citation statement)

References 29 publications

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“…Such groups are called professional platforms or professional communities of practice when they are constituted to share knowledge by personnel from a similar educational and professional background. CoP play a significant role in implementing change and in imparting leadership skills within a complex healthcare system 1 . Within CoP, participants are encouraged to reflect on their leadership skills and practices and share them with other members of this learning community 2 .…”

Section: Introductionmentioning

confidence: 99%

Communities of Practice: Redressal of Medical Education Leadership Challenges through a Workplace-Based Learning Approach

Ahmad

2023

J Fatima Jinnah Med Univ

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Background: There is a realization that learning leadership skills is beyond classroom teaching and requires leaders to participate in communities of practice (CoP) that enables them to learn from the wisdom of seasoned leader because such leaders don’t ask budding leaders to follow their instructions, they rather set examples of best practices in medical education. However, dearth of published evidence both locally and internationally suggests that there is a need to investigate how have communicates of practice impacted leadership skills of physicians as medical education leaders. Participants and Methods: A transcendental phenomenological study was conducted, involving seven physician leaders working as medical teachers from both basic and clinical sciences, heading the medical college and/or their departments as professors in a medical college on the basis of convenience sampling and their experiences as medical education leaders who had presumably experienced the phenomenon of ‘learning leadership skills’. The researcher conducted hour-long one-on-one interviews with participants at their workplace offices and one interview was conducted at the researcher’s home office. One of the participants was interviewed twice as additional gaps were identified from the initial analysis. Interviews conducted in the surgeon’s office were interrupted many a times by theatre assistants, but the continuity was resumed successfully. The qualitative data was analyzed manually by using the Stevick-Colaizzi-Keen method. Results: One major theme namely ‘communities of practice impacting leadership skills’ emerged from the transcripts whereas, two subthemes namely ‘gaining wisdom’ and ‘uplifting emotional wellbeing’ were identified as main aspects that had a major influence on leadership skills of physicians in the medical education milieu. Conclusion: CoP has a positive impact on leadership skills. It enables leaders in medical education to learn wisdom to solve difficult leadership problems. Evidence supports that CoP also uplifts emotional wellbeing of leaders by preventing their burn out.

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Section: Introductionmentioning

confidence: 99%

Communities of Practice: Redressal of Medical Education Leadership Challenges through a Workplace-Based Learning Approach

Ahmad

2023

J Fatima Jinnah Med Univ

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Secondary Fracture Prevention

Speerin,

Marques,

van Oostwaard

2023

Perspectives in Nursing Management and Care for Older Adults

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Fragility fractures signal that osteoporosis or osteopenia may be present. These are fractures often sustained through minimal trauma and commonly happen because of a fall from standing height or less. Low bone density due to osteoporosis or osteopenia means that such falls easily result in fractures. Fragility fractures are common, and the incidence is increasing despite global efforts to improve access to secondary prevention. Fragility fractures can lead to hospitalisation, increased risk of death due to complications, worsening chronic health conditions, and frailty. Hip and vertebral fractures are associated with the worst morbidity, mortality, and loss of functional ability. Pain and disability contribute to impaired quality of life.All people aged 50 years and over who sustain fragility fractures should, therefore, undergo investigation for osteoporosis and, if confirmed, be commenced on osteoporosis medication and be supported to participate in behaviours that are known to improve bone health. Organised and coordinated secondary fragility fracture prevention is the best option to prevent further fractures. This approach requires a multidisciplinary team working across care sectors in collaboration with the patient and family to ensure that care is consistent and person-centred and addresses individual need.Many communities across the globe who sustain fragility fractures, however, do not have access to diagnosis and evidence-informed treatment to prevent the next fracture despite strong evidence that access to treatment and supportive follow-up prevent many subsequent fractures. This chapter aims to explore how secondary fractures can be prevented through evidence-based interventions and services.

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

Cited by 2 publications

References 29 publications

Communities of Practice: Redressal of Medical Education Leadership Challenges through a Workplace-Based Learning Approach

Communities of Practice: Redressal of Medical Education Leadership Challenges through a Workplace-Based Learning Approach

Secondary Fracture Prevention

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