Exploring the Concept of Leadership from the Perspective of Physical Therapists in Canada
Bibliographic record
Abstract
PURPOSE: To explore the concept of leadership from the perspective of physical therapists in Canada. METHODS: A quantitative, cross-sectional nationwide study was performed using a Web-based survey distributed to all members of the Canadian Physiotherapy Association (CPA) with a registered e-mail address (n=6,156). Frequency distributions and percentages were obtained for all leadership characteristics, and chi-square tests were performed, with significance set at p<0.05. RESULTS: A total of 1,875 members responded, for a 30% response rate. Communication, professionalism, and credibility were rated as extremely important leadership characteristics by the majority of respondents across all three settings (workplace, health care system, and society); practising in the private sector contributed significantly to the perceived importance of business acumen (p<0.001). Overall, 79.6% of respondents self-declared as leaders; male gender, primary work facility in private practice or educational institution, and supervision of students were factors associated with self-declaration as a leader. CONCLUSIONS: The top three characteristics that physical therapists perceive as important differ from those reported among other health care professions. Further research is required to understand whether the presence of multiple health care professionals in an acute-care setting facilitates leadership opportunities or whether physical therapists feel overshadowed. Future studies should also investigate whether individuals practising outside the private sector recognize the business aspects of their workplace.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".