EXPLORING THE CHALLENGES AND BARRIERS FACED BY ALLIED HEALTH STUDENTS IN DEVELOPING LEADERSHIP SKILLS: A QUALITATIVE STUDY

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Objective: To explore the challenges and barriers faced by allied health sciences students in developing leadership skills. Methods: This qualitative phenomenological study was conducted from December 2024 to May 2025 to explore the challenges and barriers faced by allied health sciences students in developing leadership skills during their undergraduate education. Fifteen undergraduate students from six allied health sciences disciplines were recruited through maximum-variation purposive sampling. Data were collected using a semi-structured, validated interview guide for in-depth interviews. The interviews were analyzed using Braun and Clarke’s thematic analysis framework. To enhance the credibility, reliability, and trustworthiness of findings, data triangulation, reflexive journaling, peer debriefing, and member checking were ensured. Results: The thematic analysis identified six key themes related to the perspectives of allied health sciences students regarding the challenges and barriers in developing leadership skills (1) curriculum gaps and limited leadership integration, (2) time management and competing academic demands, (3) institutional and resource constraints, (4) faculty support and mentorship, (5) cultural and gender-based barriers, and (6) personal growth, reflection, and emotional resilience. Students highlighted the lack of formal leadership training, limited mentorship, and sociocultural norms that constrained leadership expression. Participants viewed emotional intelligence, self-confidence, and adaptability as foundational to leadership success and called for training activities that integrate reflection, mindfulness, and peer support. Conclusion: Leadership development among allied-health students in Pakistan is constrained by curricular, institutional, and cultural barriers. Integrating structured leadership modules, strengthening mentorship, and promoting reflective and inclusive learning practices can enhance readiness for leadership roles in interdisciplinary healthcare settings.

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