Indifference to Professional
Standards is Irresponsible Behavior
Tommy Boone, PhD, MPH, MA, FASEP,
EPC
Professor and Chair
Department of Exercise Physiology
The College of St. Scholastica
Duluth, MN 55811
“Professional ethics has to do with
the moral character and the sum of obligations that pertain to the practice
of a profession.” -- Richard M. Gula, S.S. [1]
A few days ago, a young man walked into
my office to get information about graduate school. He mentioned
that he had been working alongside nurses and physical therapists in cardiac
rehabilitation. When I asked him about his job, he expressed disappointment.
“Why isn’t there accountability in the academics?” He then said:
“When I was in school, I
knew that my degree title was physical education with a concentration in
exercise science. But, I was led to think I that I was studying for
much more. At times, I think I should have known that something was
wrong. I trusted my college teachers. They lied to me. Where
I work, nurses supervise exercise physiologists. I don’t feel that
I get the respect that physical therapists get or even the PT assistants.
It is frustrating. I still don’t understand why my salary is so low
compared to nurses or physical therapists. When I ask my professors,
they say: ‘That is the way it is. Get a master’s degree or get a degree
in nursing or physical therapy?” That’s their answer to my 4-year
degree.’ They take no responsibility at all. There’s no accountability.
And, the lack of interest in changing the undergraduate major blows me
away. Professors seem indifferent to my job problems and unwilling
to do something about their irresponsible behavior. Their attitude
seems to be that they are not accountable for the academic major and the
fact that it is not a professional degree. No one is holding anyone
accountable to professional standards. It is a mess. The professors’
attitude and indifference can’t go unchallenged much longer.”
It is striking that exercise physiologists
who work in academia lack some kind of “code of ethics” for sharing with
students and talking among themselves about exercise physiology.
Many of us agree with the young man’s comments. Perhaps not having
a “code” to help guide the professors’ thinking is part of the problem.
No formal statement regarding an ethical standard leads to any objective
accountability. Is this the reason for the “lack of interest” in
undergraduate accreditation? Is it also likely that the problem extends
to the department chairs? After all, they are responsible to the
students, faculty, administrators, parents, and promoting standards of
competence and evaluating and updating academic programs. If so,
what can exercise physiologists do to influence the review of undergraduate
programs?
Ethics in Exercise Physiology
If there ever was a late-comer in
acknowledging their indifference to professional standards and the total
sum of obligations that pertain to academic major and the practice of a
profession, it is exercise physiology. Practically no attention whatsoever
has been given to the ethical problems that have resulted from meaningless
outdated undergraduate academic majors with concentrations. Unlike
most other professions, the undergraduate majors that, as a general rule,
allow for the title, Exercise Physiologist is a failure in completing the
transition from physical education to an actual degree in exercise physiology.
A recently published resource demonstrates the lack of professional attention
to this problem [2, 3].
The particular interest of this article
is the continued indifference to the professional standards that arise
from within the academic departments of any institution that reports to
graduate exercise physiologists. The intended audience of this article:
(1) is the academic exercise physiologists who teach students who take
courses that constitute an academic concentration without informing the
students that they cannot call themselves exercise physiologists; and (2)
is the leadership (chairs, directors, and deans) that oversees the credibility
and integrity of the academic major. Both are responsible to the
students and their parents in carrying out the institution’s mission and
purpose of an education (i.e., the universal expectation of professional
development and financial stability).
Moral responsibilities in teaching
are required not merely because teachers are expected to be moral examples
to their students, nor merely to gain promotion or tenure. Though
these are important, they are not enough. Teachers ought to be guided
by values that are in accord with what contributes to developing an educationally
sound framework for professional responsibilities in exercise physiology.
These values define “being professional” or “standing for something”.
They reflect the commitment to acquire knowledge and hands-on skills, the
application of the knowledge and skills in accordance to standards of excellence
and conduct, and to serve the public with good moral character.
Academic Abuse vs. Character
Teachers who are indifferent to
the failed academic programs they support by not arguing for significant
changes are not acting in the best interest of their students. One
might even conclude that they are seeking to advance their own interests
at the expense of the well being of their students. If this is true,
especially among exercise physiologists who resist the idea to be an exercise
physiologist is to be a member of the American Society of Exercise Physiologists,
the resistance is publicly declared from the negative connotations associated
with being a member of ASEP. Yet, the positive meaning of being an
ASEP exercise physiologist connotes a specialized healthcare competence,
a commitment to academic credibility through accreditation, integrity with
board certification, and a professional commitment to serve society.
If these are features everyone wants
to consider characteristic of all healthcare professions as well, “What
are academic exercise physiologists going to do about the converting a
kinesiology degree with an emphasis in exercise physiology to an academic
degree in exercise physiology?” And, another important question,
“How are academic exercise physiologists going to address the perspective
of character that underpins the change?” The moral character of exercise
physiologists is revealed in the moral (and professional) responsibilities
they assume in facilitating curriculum changes and in what they say about
career opportunities to their students.
The importance of character is clearly
vital to the paradigm shift in exercise physiology. The academic
exercise physiologist ought to display a strong will (1) for service without
regard to professional recognition; and (2) that honors a professional
commitment to an academic major with integrity regardless of other pressures.
Good moral character shows itself in actions that affirm the students’
expectation when they enter the academic major. Bad character shows
itself in self-indulgent behaviors (such as my research and interests come
before student questions and concerns), self-serving (such as belittling
students in front of others) when questions are asked in class), and self-protecting
behaviors (such as groupthink). Bad character emerges from bad habits
that reflect beliefs that are no longer right. Although they
may be common, they are still unprofessional and irresponsible behavior.
Good character comes from doing what
is right, from having a vision that conforms to accountable, institutional
thinking fashioned from professionalism. The ASEP leadership believes
that the images of exercise physiologists as healthcare professionals provide
the power to influence perception. Attention to character and vision
brings exercise physiology face-to-face with clearing our vision of the
sports medicine illusion. Acquiring the right character on behalf
of our students involves embracing the right vision so that exercise physiologists
can see the reality of which has not been available to them.
Trustworthy Professors
It is unthinkable that exercise
physiologists could be successful in healthcare without being trustworthy.
Professors are expected to be trustworthy. If trust is betrayed in
the classroom and academic major, the harm caused can be immense.
Among the indicators of trustworthiness are the following: (1) ensuring
that the academic major is organized with credible courses and professors
with integrity; (2) fulfilling the moral obligations of department to the
commitment of professional development; (3) continuing to refine career
opportunities through ongoing networking in society; (4) sustaining commitments
to alumni, resources, and professional relationships; and (5) acknowledging
the limits of exercise physiology as an evolving healthcare profession.
Responsible behavior begins with
prudence (i.e., being careful and deliberate in making the right decision).
Prudence therefore requires an honest openness to the reality that of what
is really going on within the hundreds of departments across the United
States. Prudent professors seek understanding of what isn’t right
and how it should be corrected. They are willing to learn.
They are willing to discover the illusions of stay under the politics of
sports medicine, and they are open to the experiences of others.
They are interested in educating students who have a desire to develop
competence in the specialized body of knowledge. Continued study,
reflection, and professional development are critical commitments to developing
a self-giving relationship with students.
Being irresponsible to the students’
needs is not right. Professions emerge on the backs of responsible
and prudent behaviors. Students who enter an academic major expect
returns, much like the belief that education serves to benefit society
and medicine serves to heal. Those who enter the profession of exercise
physiology to advance themselves expect their professors to conduct themselves
in ways that further the mission of the profession. In return, the
duty of the profession is to represent the members in faithful and accountable
ways. This is also the duty of the academic departments. The
duty of the administrators and faculty is to “go the extra mile”.
This means giving time for critical changes within the department for professional
development of exercise physiology.
Accountability
Indifference is never a mark of
professionalism. Accountability is the mark of professionalism.
Department chairs and faculty must recognize this point if they are to
represent themselves as professionals. They must establish a common
set of course work and hands-on laboratory experiences if students are
going to be prepared to sit for the Exercise Physiologist Certified (EPC)
exam. The presence of accountability implies that the course of study,
the students’ standards of competence, and the values placed on exercise
physiology represent the department’s commitment to the profession.
The majority of academic departments
fall short of satisfying the accountability criterion. But at the
present time, the presence of exercise physiology programs is small.
The values and standards of the profession of exercise physiology are not
generally articulated in the traditional programs of physical education,
kinesiology, or exercise science. The absence of an understanding
of the evolving nature of exercise physiologists as healthcare practitioners
leaves many departments without an official endorsement of a shared vision,
standards, and future.
While professors may have high standards
for themselves, these are inadequate for controlling behavior of individuals
that is not part of a collective body of professional standards.
The lack of consistency in academic course work, standards of performance,
and structures of accountability leaves these programs lacking in integrity
and character. This is a critical reflection in order to help avoid
the inevitable criticism that awaits departments that fail to exercise
professional reflection. Exercise physiologists need to do more work
in this area. The inequality of career opportunities makes it necessary
to be morally responsible. Students need their professors working
for them. They need the commitment from their professors if they
are going to be liberated from the influence of yesterday’s thinking.
Summary
The power and authority that derives
from a professional organization of exercise physiologists are important.
The symbolic significance adds immeasurably to handling the inequality
among graduates. How exercise physiologists exercise their power
is the key to their future.
References
1. Gula, R. M. (1996). Ethics in
Pastoral Ministry. New York, NY: Paulist Press, p. 3.
2. Rademacher, E. and Pittsley,
J. (2001). Analysis and Comparison of Colleges and Universities with Degree
Titles of Exercise Physiology or Related Titles. Professionalization of
Exercise Physiologyonline.
Vol 4, No. 12. [Online]. http://www.asep.org/asep/asep/MinimalStandards.html
3. Boone, T. (2000). Undergraduate
Programs in Exercise Science / Exercise Physiology. Professionalization
of Exercise Physiologyonline. Vol 3, No. 11. [Online]. http://www.asep.org/asep/asep/UndergraduateProgramsExerciseScience.doc