Educator Identity Formation of the Clinical Instructor in Physical Therapy: A Qualitative Exploration

Clinical instructors (CIs) play a vital role in physical therapy education, yet they often face limited support and recognition. Despite these challenges, many clinicians consistently engage in the CI role, suggesting a deeper integration of educator identity within their professional identity. Sustained participation as a CI is essential to clinical education placement capacity and understanding how educator identity supports commitment to the CI role may inform strategies to address placement challenges. The purpose of this study was to explore how physical therapists experience educator identity formation and integrate the CI role into their broader professional identity.

Professional identity encompasses the values, skills, and roles that define one's place within a profession. In physical therapy, research has largely focused on the clinician identity, neglecting the educator role. Studies in medicine and nursing reveal tensions between clinician and educator identities, but these findings may not fully apply to the intermittent and voluntary nature of the CI role in physical therapy and have not been fully explored in the physical therapy literature.

Thirteen experienced CIs from diverse geographic and practice settings participated.

The study used an interpretive qualitative design grounded in Social Cognitive Career Theory. Clinical instructors who had supervised more than 5 full-time students in their career were recruited using Directors of Clinical Education from accredited Doctor of Physical Therapy programs as gatekeepers. Semi-structured interviews explored participants' experiences, motivations, and perceptions of educator identity. Data were analyzed through open and axial coding, followed by thematic analysis.

One overarching theme of Organizational Influence emerged as well as 4 subthemes: Hidden Identity, Symbiotic Roles, Commitment to the Profession, and Community Matters. Participants described educator identity as underrecognized yet deeply connected to their clinical role. Teaching reinforced clinical expertise, reduced burnout, and fostered professional fulfillment. Organizational culture, peer support, and student feedback influenced self-efficacy and sustained engagement as CIs.

Findings highlight the interconnectedness of clinician and educator identities among experienced CIs. Supporting educator identity development through targeted professional development and organizational support may enhance CI engagement and retention. Reframing teaching as integral to clinical excellence offers a promising strategy to advance physical therapy education.