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Leadership Education in Physical Therapy: A Roadmap to Prioritize Interventions
François Paquet1,2,3, Richard Debigaré1,2,3, Alexandre Lafleur1,2,3
1François Paquet is a lecturer at Faculty of Medicine, Université Laval Pavillon Ferdinand-Vandry 1050, avenue de la Médecine, Local 4447 Québec, Canada G1V0A6 (FrancoisPaquet@fmed.ulaval.ca). Please address all correspondence to François Paquet.
Journal, Physical Therapy Education
|October 6, 2025
Summary
This study identifies key leadership training interventions for physical therapy programs, recommending community internships and service projects. These evidence-based strategies aim to enhance students
Area of Science:
- Health Professions Education
- Leadership Development
- Physical Therapy
Background:
- Leadership training is vital for healthcare but inconsistently integrated into physical therapist education.
- Existing research on leadership interventions is limited within physical therapy compared to medicine and nursing.
- This gap impacts the profession's ability to innovate and expand its scope of practice.
Purpose of the Study:
- To identify impactful educational interventions from health sciences programs relevant for physical therapy leadership development.
- To provide an evidence-based roadmap for integrating leadership competencies into entry-level physical therapy curricula.
- To foster health promotion, advocacy, and scope of practice expansion within the physical therapy profession.
Main Methods:
- Conducted a literature review of leadership education interventions in university health sciences programs (Medline, CINAHL, ERIC).
- Utilized a two-round Delphi method with 19 academic faculty from 9 Canadian physical therapy programs.
- Categorized interventions by educational strategies (Tremblay-Wragg) and impact levels (Kirkpatrick).
Main Results:
- Identified 27 leadership interventions from 30 selected articles, predominantly from medicine and nursing.
- Reached consensus on 24 interventions, with high agreement for community internships (100%), service projects (95%), and advocacy projects (95%).
- Project-based learning, teamwork, and experiential learning were the most endorsed socio-constructivist strategies; most interventions impacted knowledge/skills (Kirkpatrick Level 2).
Conclusions:
- This study provides an evidence-based framework for leadership intervention implementation in physical therapy education.
- Prioritizing recommended interventions can enhance students' leadership competencies.
- Findings support future multisite trials and longitudinal outcome research in physical therapy leadership development.
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