A Transformative Leadership Journey: Experiences of Graduates of the American Physical Therapy Association Fellowship in Education Leadership

Diane U Jette; Terrence M Nordstrom; Barbara Gresham; Claire Peel; Michael J Majsak; Thomas Mohr

doi:10.1097/JTE.0000000000000255

A Transformative Leadership Journey: Experiences of Graduates of the American Physical Therapy Association Fellowship in Education Leadership

J Phys Ther Educ. 2023 Mar 1;37(1):60-69. doi: 10.1097/JTE.0000000000000255. Epub 2022 Oct 25.

Authors

Diane U Jette^{1

2

3

4

5

6}, Terrence M Nordstrom^{1

2

3

4

5

6}, Barbara Gresham^{1

2

3

4

5

6}, Claire Peel^{1

2

3

4

5

6}, Michael J Majsak^{1

2

3

4

5

6}, Thomas Mohr^{1

2

3

4

5

6}

Affiliations

¹ Diane U. Jette is an adjunct professor at MGH Institute of Health Professions, 36 1st Avenue, Boston, MA 02129 (djette@mghihp.edu). Please address all correspondence to Diane U. Jette.
² Terrence M. Nordstrom is a professor emeritus at the Samuel Merritt University.
³ Barbara Gresham is a professor at the University of Mary Hardin-Baylor.
⁴ Claire Peel is the executive director of PT accreditation and assessment at the University of St. Augustine.
⁵ Michael J. Majsak is an associate professor at the Rutgers University.
⁶ Thomas Mohr is a professor emeritus at the University of North Dakota.

PMID: 38478844
DOI: 10.1097/JTE.0000000000000255

Abstract

Introduction: Physical therapy education has an acute need for effective leaders due to multiple factors, including increasing numbers of programs and retirement of experienced leaders. Recognizing the need for formal leadership education, the American Physical Therapy Association (APTA) developed a fellowship in physical therapy educational leadership in 2011. This study aimed to understand participants' perceptions of their leadership experience and the role of the APTA fellowship.

Literature review: A commonly reported approach to evaluating leadership education programs was designed by Kirkpatrick.

Participants: Twenty-five fellowship graduates from 2012 to 2019 participated.

Methods: We used a qualitative methodological approach incorporating a heuristic technique to gain an understanding of fellowship graduates' long-term perspectives. Semi-structured interviews were conducted via Zoom. Data were analyzed using thematic analysis.

Results: Three themes were constructed using a journey metaphor: embarking on the journey, engaging in the journey, and realizing the effects of the journey. 1) Embarking on the journey included 2 subthemes: a) participants' personal aspirations as career planners, reluctant leaders, or explorers; and b) institutions' goals for a change in leadership or intentional succession planning. 2) Engaging in the journey included 3 subthemes: a) the fellowship learning environment builds a sense of community; b) consideration of leadership frames influences participants' thinking about leadership; and c) participants' institutional environment influences their learning. 3) Effects of the journey included 3 subthemes: a) personal growth as a leader including personal awareness and confidence; b) institutions' benefits from participants' leadership projects and increased engagement in institutional leadership; and c) physical therapy professions' gains from participants' seeking leadership positions in professional organizations.

Discussion/conclusions: The APTA Fellowship in Educational Leadership results in transformative change of participants as leaders. Findings offer guidance to individuals considering embarking on a leadership journey and institutions considering how to prepare and support emerging leaders in physical therapy education.

MeSH terms

Fellowships and Scholarships*
Humans
Leadership*
Learning
United States