Securing the Future of AHP Research: Mapping UK Practitioner-Academic/Clinical-Academic Roles and Sustainability

Background: Accurate data on allied health professionals (AHPs) securing funded clinical-academic/practitioner-academic roles is limited. To address this knowledge gap, a survey was undertaken to gather data on professional discipline, geographical location and crucial insights into the funding and sustainability of these roles. Methods: A UK wide exploratory cross-sectional survey was carried out. Results: Three hundred and fifty-three AHPs responded from all 14 AHP disciplines. Of the total respondents, 62% supported research delivery, with 59% leading or undertaking single-site clinical/practice-based studies, 50% contributing to multi-site studies, and 18% engaging in commercial research. Among those with a formal joint-funded practitioner-academic role, 74% conducted single-site research, 58% engaged in multi-site studies, and 23% undertook or lead commercial research. Sixteen percent of respondents held a formal joint-funded practitioner-academic role, with most contracts hosted by a practitioner sector/setting (58%) rather than an academic institution (39%). Research time allocation varied, with 50% being the most common proportion (23%). Nearly three-quarters (74%) had affiliations with university AHP education programmes. Among practitioners without formal joint-funded roles, diverse approaches to integrating research were reported, including designated research time within clinical roles (30%), fellowships (20%), and separate contracts for research and practice (17%). Research time dedication ranged widely, with 19% allocating 90% or more to research activities. Forty percent reported affiliations with university schools/departments/units delivering AHP education. Research role funding was primarily from the NIHR, NHS, charitable foundations, and employer-based arrangements, with joint funding models featuring prominently. Employment stability varied, with 52% having permanent contracts, while 35% had fixed-term arrangements. Key operational supports included research leads (58%) and research strategies explicitly inclusive of AHPs (55%). Conclusions: A substantial gap must be addressed to achieve the NHS England workforce target of 1% of clinical/practitioner-academic roles in all disciplines by 2030. Results provide insights into research involvement, the variability in role facilitation, and critical factors influencing sustainability. Recommendations include developing a cohesive strategy to strengthen practitioner-academic roles, ensuring they are recognised, funded and integrated into long-term workforce planning, strengthening organisational career pathways, securing sustainable funding, enhancing workforce stability and retention, policy and lobbying initiatives, and systematic expansion across disciplines.