{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,30]],"date-time":"2026-06-30T19:07:39Z","timestamp":1782846459060,"version":"3.54.5"},"reference-count":53,"publisher":"JMIR Publications Inc.","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Med Internet Res"],"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Virtual communities of practice (VCoPs) offer flexible platforms for interprofessional education among primary care physicians (PCPs); yet, the role of moderators in optimizing engagement remains underexplored. The Community Fracture Capture Learning Hub, a case-based, interactive web-based program addressing osteoporosis management gaps, provides an ideal context to investigate moderators\u2019 impact on collaborative learning.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objective<\/jats:title>\n                    <jats:p>This study aimed to characterize moderators\u2019 roles and strategies in fostering engagement within health-focused VCoPs, using the Community Fracture Capture Learning Hub as a model.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A qualitative relational content analysis was conducted on discussion-board interactions across four 6-week cycles (May 2022-October 2023) involving 55 PCPs and 8 moderators. Data included anonymized forum comments of moderators throughout the 4 cycles. Inductive-deductive thematic analysis identified patterns in moderator-participant and moderator-moderator exchanges, focusing on engagement techniques, content facilitation, and interaction dynamics.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Five interconnected themes were identified; (1) participation encouragement: moderators used personalized prompts that highlighted clinical knowledge, affirming language, and balanced encouragement frequency to stimulate involvement; (2) evident moderator collaboration: cross-moderation through mutual collaboration that focused on clinical knowledge, shared prompts, and comment-building reinforced community cohesion; (3) topic discussions: strategic techniques (querying, framing, and real-world contextualization) deepened clinical reasoning; (4) PCPs\u2019 clinical practice discussion: moderators bridged theory-practice gaps using case-based exchanges on screening, treatment protocols, and evidence translation; and (5) progression of engagement: moderators evolved from structured guidance to collaborative dialogue, reducing formality and increasing topic complexity over time.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>Thematic analysis suggested that moderators are pivotal in transforming VCoPs into dynamic learning environments. Their ability to blend rational skills, clinical authenticity, and adaptive facilitation drives knowledge coconstruction and practice-relevant engagement. Future studies should consider investing in competency-based moderator training that emphasizes empathetic communication and collaborative techniques as a means of structuring effective VCoPs.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>International Registered Report Identifier (IRRID)<\/jats:title>\n                    <jats:p>RR2-10.2196\/57511<\/jats:p>\n                  <\/jats:sec>","DOI":"10.2196\/83764","type":"journal-article","created":{"date-parts":[[2026,3,4]],"date-time":"2026-03-04T22:25:06Z","timestamp":1772663106000},"page":"e83764","source":"Crossref","is-referenced-by-count":0,"title":["Moderators\u2019 Role in Fostering Health Practitioner Engagement Within an Online Active Learning Program (The Community Fracture Capture Learning Hub): Qualitative Relational Content Thematic 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