OTA International (Mar 2024)

Leadership development training for orthopaedic trauma surgeons: an international survey

  • Madeline C. MacKechnie, PhD, MA,
  • Elizabeth Miclau,
  • Michael A. MacKechnie, MD,
  • Theodore Miclau, MD,
  • Leadership Development Study Group (Corporate Authors),
  • Anani Grégoire Abalo,
  • Ephrem Gebrehana Adem,
  • Dino Aguilar,
  • Sayid Omar Mohamed Ahmed,
  • Aristote Hans-Moevi Akue,
  • Meshal Alhadhoud,
  • Waleed A. Al-Saadan,
  • Mohammed AlSaifi,
  • Lekina Florent Anicet,
  • Mapuor M.M. Areu, MD,
  • Sushrut Babhulkar,
  • Elhadi Babikir,
  • Antonio Barquet,
  • Tiberiu Bataga,
  • Thierry Begue,
  • Ole Brink,
  • Rastislav Burda,
  • Alex M. Buteera,
  • Timothy J.S. Chesser,
  • Linda Chokotho,
  • Matej Cimerman,
  • Victor A de Ridder,
  • Charles Bertin Dieme,
  • Agron Dogjani,
  • Kester Dragon,
  • Adel Ebrahimpour,
  • John Ekure,
  • Igor A. Escalante Elguezabal,
  • Rafael Amadei Enghelmayer,
  • Osama Farouk,
  • Christos Garnavos,
  • Mario Garuz,
  • Florian Gebhard,
  • Andrés Gelink,
  • Torsten G. Gerich,
  • Michal Wojciech Glinkowski,
  • Dan-Cristian Grecu,
  • Paata Gudushauri,
  • Enrique Guerado,
  • Billy T. Haonga,
  • Yazan Hattar,
  • Alvaro Cordero Herrera,
  • Khaled Hussein,
  • Zekeriya Ugur Isiklar,
  • Rishi Jagdeo,
  • Fareed H.Y. Kagda,
  • Kodi Edson Kojima,
  • Arjun Lamichhane,
  • Maritz Laubscher,
  • Nguiabanda L. Leandre,
  • Jean P. Leung,
  • Biser Makelov,
  • Konstantinos Michail,
  • Anna N. Miller,
  • Vincent L. Mkochi,
  • Daniel M. Mukalamusi,
  • Josep M. Muñoz-Vives,
  • James Munthali,
  • Ramachandran Col Narayan,
  • Tomas Nau,
  • Pierre Navarre,
  • Horacio Tabares Neyra,
  • Reuben Kwesi Sakyi Ngissah,
  • Tomoyuki Noda,
  • Hermann Oberli,
  • Guvenir Okcu,
  • Elchin Orujov,
  • Luis Padilla,
  • Rodrigo Pesantez,
  • Komadina Radko,
  • Iván Salce,
  • Emil H. Schemitsch,
  • Ulf Schmidt,
  • Michael A. Schuetz,
  • Daniele Sciuto,
  • Julio Segovia,
  • Edvin Selmani,
  • Fandebnet Siniki,
  • Alexandre Sitnik,
  • Andrey Smirnov,
  • Wael S. Taha,
  • Darko Talevski,
  • Igors Terjajevs,
  • Michael Ullman,
  • Barendegere Venerand,
  • Yoram A. Weill,
  • Pierre M. Woolley,
  • El Moudni Younes

DOI
https://doi.org/10.1097/OI9.0000000000000302
Journal volume & issue
Vol. 7, no. 1

Abstract

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Purpose:. This study examined the leadership development themes that global orthopaedic surgeons in differently resourced countries perceive as essential components and evaluated barriers to attending leadership development programs. Methods:. This multinational, 45-question survey engaged orthopaedic surgeons (one expert per country). The questionnaire collected participants' demographics, perception of effective leadership traits, and valuation of various leadership themes based on importance and interest. Results:. The survey was completed by 110 orthopaedic surgeons worldwide. Respondents most commonly reported holding a leadership position (87%) in hospital settings (62%), clinical settings (47%), and national orthopaedic societies (46%). The greatest proportion of participants reported having never attended a leadership course (42%). Participants regarded “high performing team-building,” “professional ethics,” and “organizational structure and ability to lead” as the most important leadership themes. No significant (P ≤ 0.05) differences were identified among perceived importance or interest in leadership themes between income levels; however, statistically significant differences were identified in the questionnaire; respondents in low- and middle-income countries (LICs/LMICs) demonstrated a stronger interest in attending a leadership course than those in high-income countries (HICs) (98% vs. 79%, P = 0.013), and fewer surgeons in LICs/LMICs had taken personality assessment tests than those in HICs (22% vs. 49%, P = 0.019). The most common barriers to attending leadership courses were lack of opportunities and invitations (57%), difficulty missing work (22%), and cost of course attendance (22%). Conclusions:. These findings can better inform the development of effective curricula and provide a framework for a successful model for the future. Level of Evidence:. V.