Transformative leadership in physiotherapy education: breaking norms, embracing change

Leadership education is increasingly recognised as essential for preparing healthcare students to navigate complexity and drive change. Yet practice-based learning (placements) focusing on leadership in the Allied Health Professions remains underexplored and is often perceived as less relevant than those in clinical settings. This article presents a reflective account from a mature physiotherapy student from a minoritised ethnic background, whose cultural upbringing initially positioned education and leadership as inaccessible.

The student undertook a 6-week leadership-focused placement during her second year of study. Entering with apprehension and uncertainty about its value, she engaged in structured activities, including weekly presentations designed to reflect on learning from the previous weeks and to discuss progress on the placement's central project.

Drawing on personal experiences of navigating cultural and gender norms, the placement provided opportunities for significant personal and professional growth, including increased confidence, resilience and development of transferable skills in communication, digital literacy and teamworking. It enabled the student to challenge internalised limitations shaped by cultural expectations and recognise leadership as an integral aspect of physiotherapy practice. The impact of this leadership journey was demonstrated through a university leadership award and the opportunity to influence others via a national online presentation for the Chartered Society of Physiotherapy.

This article illustrates how leadership-focused placements can be transformative by fostering inclusion, self-belief and professional adaptability. These placements align with workforce transformation goals and highlight the need to embed leadership as a core component of healthcare education.