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Transformative leadership in physiotherapy education: breaking norms, embracing change.

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Title: Transformative leadership in physiotherapy education: breaking norms, embracing change.
Authors: Hanif S; School of Health and Social Care, Sheffield Hallam University, Sheffield, UK., Batty H; School of Health and Social Care, Sheffield Hallam University, Sheffield, UK h.batty@shu.ac.uk.
Source: BMJ leader [BMJ Lead] 2026 Jun 26; Vol. 10 (2), pp. 225-228. Date of Electronic Publication: 2026 Jun 26.
Publication Type: Journal Article
Language: English
Journal Info: Publisher: BMJ Publishing Group Ltd Country of Publication: England NLM ID: 101757339 Publication Model: Electronic Cited Medium: Internet ISSN: 2398-631X (Electronic) Linking ISSN: 2398631X NLM ISO Abbreviation: BMJ Lead Subsets: MEDLINE
Imprint Name(s): Original Publication: London : BMJ Publishing Group Ltd, [2017]-
MeSH Terms: Physical Therapy Specialty*/education , Leadership*, Humans ; Female
Abstract: Background: 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.
Method: 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.
Results: 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.
Conclusion: 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.
(© Author(s) (or their employer(s)) 2026. No commercial re-use. See rights and permissions. Published by BMJ Group.)
Competing Interests: Competing interests: None declared.
Contributed Indexing: Keywords: clinical leadership; medical leadership; mentoring
Entry Date(s): Date Created: 20251203 Date Completed: 20260627 Latest Revision: 20260629
Update Code: 20260629
DOI: 10.1136/leader-2023-000966
PMID: 41339073
Database: MEDLINE
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  Data: Transformative leadership in physiotherapy education: breaking norms, embracing change.
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  Data: <searchLink fieldCode="AU" term="%22Hanif+S%22">Hanif S</searchLink>; School of Health and Social Care, Sheffield Hallam University, Sheffield, UK.<br /><searchLink fieldCode="AU" term="%22Batty+H%22">Batty H</searchLink>; School of Health and Social Care, Sheffield Hallam University, Sheffield, UK h.batty@shu.ac.uk.
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  Data: <searchLink fieldCode="JN" term="%22101757339%22">BMJ leader</searchLink> [BMJ Lead] 2026 Jun 26; Vol. 10 (2), pp. 225-228. <i>Date of Electronic Publication: </i>2026 Jun 26.
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  Data: <searchLink fieldCode="MM" term="%22Physical+Therapy+Specialty%22">Physical Therapy Specialty*</searchLink>/<searchLink fieldCode="MM" term="%22Physical+Therapy+Specialty+education%22">education</searchLink> <br /><searchLink fieldCode="MM" term="%22Leadership%22">Leadership*</searchLink><br /><searchLink fieldCode="MH" term="%22Humans%22">Humans</searchLink> ; <searchLink fieldCode="MH" term="%22Female%22">Female</searchLink>
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  Data: Background: 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.<br />Method: 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.<br />Results: 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.<br />Conclusion: 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.<br /> (© Author(s) (or their employer(s)) 2026. No commercial re-use. See rights and permissions. Published by BMJ Group.)
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  Data: Competing interests: None declared.
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