A scoping review of transformational leadership development in health-related PhD programs

A competent public health workforce is essential for resilient health systems, where transformational leadership helps navigate complexity, drive innovation, and foster collective action. However, leadership development remains underrepresented in health-related PhD curricula, limiting their capacity to prepare future leaders. Existing evidence is sparse and often limited to clinical contexts in high-income countries, offering little guidance for broader public health needs.

To explore how transformational leadership can be developed in health-related PhD programs and assess the effects of curricular elements, including content and teaching techniques.

A scoping review was conducted following PRISMA-ScR and Joanna Briggs Institute guidelines, with a registered protocol on the Open Science Framework. We systematically searched Medline, PsycInfo, and ERIC (2000-2024), including peer-reviewed studies assessing how mentorship, experiential learning, and collaboration contribute to transformational leadership development. Multiple reviewers independently screened and extracted data. A narrative synthesis was conducted, and methodological quality was appraised using the Mixed Methods Appraisal Tool.

Of 394 records screened, seven studies met inclusion criteria. Four focused on transformational leadership; three used alternative models. All used experiential learning and collaborative feedback. Common themes included leadership, teamwork, and personal growth. Only one study used a validated tool (MLQ); others used reflective or descriptive evaluations. Most reported positive impacts, with mentoring, group learning, and reflection identified as key drivers.

Strengthening transformational leadership in PhD education is key to preparing a future-ready public health workforce. While promising practices exist, clearer frameworks, stronger evaluation tools, and research on context-specific approaches are needed.