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

Pharmacy education places substantial emphasis on developing student professionalism, as mandated by the Accreditation Council for Pharmacy Education Standard 2. However, a critical examination reveals significant disconnects between the professional standards we demand of students and the behaviors we sometimes model as faculty. This commentary explores key areas of hypocrisy: the avoidance of professional judgment while expecting students to develop clinical decision-making skills, and the emphasis on accountability and integrity while avoiding self-reflection. Drawing from recent critiques of higher education and professional development literature, this analysis calls for greater faculty self-awareness and reform to align our practices with our pedagogical goals. The commentary examines specific areas, including assessment paradoxes, daily hypocrisies in time management and communication, technology use policies, and professional preparation standards. The impact on professional identity formation is discussed, along with recommendations for addressing these contradictions through institutional and individual faculty commitment to change. For the sake of our profession and the patients we serve, pharmacy education must commit to authentic professional practice that aligns with the standards we teach.