Do as I Teach, Not as I Do: Confronting our Academic Double Standards

Area of Science:

• Pharmacy Education
• Professionalism in Higher Education
• Faculty Development

Background:

• Pharmacy education mandates student professionalism per ACPE Standard 2.
• A disconnect exists between faculty-modeled behaviors and expected student professionalism.
• Hypocrisy in faculty conduct can hinder student professional development.

Purpose of the Study:

• To critically examine hypocrisies in pharmacy faculty behavior.
• To identify contradictions between pedagogical goals and faculty practices.
• To advocate for faculty self-awareness and reform in pharmacy education.

Main Methods:

• Analysis of critiques in higher education and professional development literature.
• Exploration of specific areas: assessment, time management, communication, technology, and preparation standards.
• Discussion of the impact on professional identity formation.

Main Results:

• Faculty sometimes avoid professional judgment while expecting it from students.
• Emphasis on integrity and accountability contrasts with faculty avoidance of self-reflection.
• Contradictions are evident in assessment, daily conduct, and policy adherence.

Conclusions:

• Pharmacy education requires faculty to model authentic professional practice.
• Greater faculty self-awareness and institutional reform are necessary.
• Aligning faculty behavior with taught standards is vital for the profession and patient care.