Helping
Students Understand the Need for Professionalism
Tommy Boone,
PhD, MPH, MA, FASEP, EPC
Professor
and Chair
Department
of Exercise Physiology
The College
of St. Scholastica
Duluth, MN
FOR THE PAST
SEVEN YEARS I have been writing about exercise physiology. It is
at the heart of my work on a daily basis. Even when lecturing about
kinesiology, I find myself describing the emerging profession of exercise
physiology. I have done it so much in such classes as biomechanics,
ECG, psychophysiology, and cardiovascular physiology that it is almost
embarrassing. But, I cannot help myself and, in a way, I understand
that it is not only okay but right. I also find myself marketing
ASEP and exercise physiology when I meet with students and their parents
interested in the exercise physiology program at St. Scholastica.
Everyday, I
wake up with the passion to do something to move exercise physiology to
the respected level of other comparative professions. It is hard
to argue with someone who is totally invested in the experience.
My wife has come to understand this point all too well. Of course,
aside from my wife, no one else seems interested in arguing with me anyway.
That is okay. It is a distraction to argue. It is fun to talk
about what drives you. Believe it or not, the point of ASEP is excellence.
It is about integrity, hope, and professionalism. Yet, just days
before the Easter break, I felt the inertia and frustration that results
when students fail to grasp the ASEP reality.
My Frustration
Let me share
with you my feelings. It illustrates why we must better anticipate
our students’ reaction to ASEP’s determination to develop exercise physiology
outside of the context of sports medicine. Never before have I been
so floored by the idea that students do not get it. Never before
have I had to work so hard in sharing exercise physiology with students.
Never before have I come to understand the students’ conditioned response
to certifications that fail to help the emerging profession. Hence,
never before have I been so frustrated with my students. And, never
before have I failed to have an answer for understanding why students soon
to have an academic degree in exercise physiology would not automatically
sit for the ASEP Board Certification exam. I admit I was totally
at a lost for the right answers.
What is it
about the ASEP paradigm students do not get? Even when you do everything
on their behalf, what is it they do not understand? From one professional
to another, I (finally) admit frustration! The irony of this abstracted
version of my feelings is I never (not once) anticipated that my students
would not sit for the EPC exam. Talk about a feeling of absolute
failure as a teacher, mentor, and/or leader. I felt completely (and
still do) disconnected with the students. I asked “is it money” and,
if so, certainly $250 for the exam does not even begin to compare to the
$20,000 for the master's degree tuition. Could it be that what I
have said fails to make sense? It must be. Right? On
the other hand, is it as simple as the students continuing to believe in
the sports medicine myth? I think it is a combination of these factors.
Frankly, either way the students who decide to not sit for the exam fail
to think straight.
After all,
what is the purpose of getting an academic degree in exercise physiology
and not sit for a Board Certification that the professional organization
of exercise physiologists requires? It could not possibly make sense!
Would a student who has completed the athletic training courses and 1500
hours of internship not sit for the athletic training certification?
I do not think so. How can the exercise physiology student avoid
sitting for the EPC exam? And, keep in mind, the course work yields
an academic degree in exercise physiology (not a concentration in exercise
science).
Anticipating
the Future Better
My task is
to find answers if we are to anticipate the future better. We can
and should work to shape our own future. If we do not, someone else
will do it for us. Now, let me ask a question. What if you
were me? What would be your thinking or reaction to what I have said?
Is it possible that I have been too dramatic or overly reactive?
Well, here is another question. What role do the students play in
the professionalization of exercise physiology? The answer
to the last question is that students are important to the extraordinary
changes that have taken place (and will continue to take place).
For instance, three students from St. Scholastica are Presidents of ASEP
state associations.
Here is another
question to consider. Why was the American Society of Exercise Physiologists
created in the first place? One only needs to look at the articles
published in the PEPonline
journal to understand that ASEP exists for students. Every action
the Board of Directors has taken has been directly triggered by its concern
for the students. Every strategy that has been played out has been
in regards to helping the undergraduate students access better jobs at
graduation. This is in essence the paradigm itself. That
is, a new model or pattern with a shared set of assumptions and thinking
to empower the graduates. A significant part of the paradigm is the
understanding that exercise physiologists need an acknowledge standards
of practice. Within the framework of ASEP, this was a major development
and is now a key to understanding what exercise physiologists do in the
public sector. Defining boundaries, however, requires a set of rules
and regulations. This is why the Board Certification exam was created.
It defines the competent professional in the field.
Please note
that any profession has its own accepted view of organizational thinking.
This is true with physical therapists, occupational therapists, nurses,
physician assistants, and others. Large or small, professionals need
a professional organization (and they need professional credentials).
So, why is it that the members of the new exercise physiology with the
promise of a new future are not accepted (if not praised) by the students?
This is a question that I now need to come to terms with. The answer
is not simple. It is likely that my graduate students believe they
cannot pass the exam? Is it out of a lack of confidence? Thus,
the students want to avoid the exam because they think it is too hard?
Or, is it that their interest lies elsewhere. The first is very likely
the correct answer, although the latter question is closely linked to the
fact that a number of the students have an athletic training background.
Others entered the program with a variety of different academic backgrounds
(i.e., biochemistry, kinesiology, sports science, medical doctor).
Still others have been accepted into medical residency training, physician
assistant program of study, doctorate study, and so forth.
The Implications
The implications
are important and need a better understanding. Still, if a person
spends $20,000 to obtain an academic degree in exercise physiology, then,
why wouldn’t the person sit for the professional credential and finalize
the commitment to the profession? Well, let me give you a nonscientific
point of view why I think they would not do so. Here is what
I think. It is not just what the students are doing in class or why
the students are in the graduate program. Rather, it may be the lack
of instruction or conversation about what the students are becoming
in the process of being educated as an exercise physiologist. Not
all students appear to understand the established patterns of thinking
within their educational courses. Perhaps, they need to be reminded
of the profound differences in the definition of a sports medicine professional
and the exercise physiologist. It is not just about taking courses.
The exercise physiology professional concerns him- or herself with ethical
questions that impact the profession as well as the marketplace.
Yet, we need
only to read one of many emails sent to the ASEP National Office to be
reminded that our students need the support of all exercise physiologists
and, in particular, the benefits that result from professional credentials
and a professional organization.
"I
am highly impressed with the ASEP website and encouraged that Exercise
Physiologists will finally have the opportunity to be a legitimate provider
within healthcare. I graduated in 1993 with a M.S.P.E.(major: Sports
Physiology and Adult Fitness) from Ohio University and have struggled ever
since for recognition and compensation as a competent professional.
I have worked
in the area of industrial rehabilitation, (work hardening, Physical and
Occupational Therapy) and personal training for most of my career.
As I am sure you know, without a license or certification that is NATIONALLY
recognized, you cannot adequately defend your position as a highly skilled
and knowledgeable professional.
Fortunately,
I have been extremely blessed to work with a company that recognizes my
value and have excelled in other areas of healthcare. I commend you and
those in the association for your effort, commitment and perseverance as
your push through the organizational politics on a national level.
I will keep
a close eye on how this develops, spread the word to those I know in the
field and contact my graduate advisor at O.U. to help further the cause.
Feel free to contact me if I can be of assistance.
Sincerely,
J....."
Professional
Credentials are Important
Our students
need professional credentials (such as Board Certification, if not, licensure)
to protect them and to insure long-term financial security. A significant
part of being able to pay exercise physiologists what they are worth is
directly a function of professional credentials. Here again, the
truth should be obvious. With Board Certification, the students are
educated in a way that they (and only they) have the accomplished skills
and commitment to interpret the symphony of cardiovascular responses to
stress and/or exercise. This view is especially important.
Professional credentials without specificity, even with unity within a
professional organization, makes little sense. Equally true is the
fact that an education, even a good one, makes little sense without the
profession’s stamp of approval. Students cannot ignore this point.
Also, they cannot ignore the injustices of the past approach in the failure
of their professors in advocating curriculum reform, standardization, and
professionalism.
Students must
come to terms with the immutables of the emerging profession. They
must understand that professionalism is a logical and sequentially developed
process that is easily predicted when the boundaries are defined and the
vision is clear. The truth that underlies the passion of ASEP cannot
be compromised. The members of the Board of Directors understand
what their job is, and they know the effort requires hard work and dedication.
Knowledge of our field drives them to create a combined effort to benefit
the students, and they are always willing to do what is necessary to develop
and sustain the heart of the ASEP organization. They are working
on behalf of the students, not just to work. Their mission and purpose
are clear, and there are no bonus packages as in business or as in heart
of work in a company. So, here again, “why don’t the students get
it?” How much nurturing is necessary to create responsible thinking?
How many times must a professional exercise physiologist talk about ethics,
critical reflection, credentials, accreditation, professionalism, standards
of practice, chaos, and confusion? How many times is it necessary
to say to students to think beyond a person’s title, position, or responsibility
to an organization, particularly if that system of thinking and operation
is outside the recognized scope of exercise physiologists?
What Seems
Intuitive Isn't
Answers to
these questions are not easy to come by and, yet the “intangible” is an
almost intuitive sense of encouragement that ASEP brings to the community
of exercise physiologists. This “intuition” however is not an absolute!
Surprise, surprise… it requires a special sense of “why” the pursuit of
professionalism is imperative in responding to the changing needs of young
graduates in the field. This special sense is also an excellent measure
for the effectiveness and dignity of ASEP members who have added to the
professionalization of exercise physiology. The failure to recognize
and respond to these basic beliefs may be reason for the students’ lack
of uniformity and consistency in recognizing the authority defined by the
ASEP Board of Certification. Hence, the key lesson here: Make
sure that the curriculum develops alternative thinking that markets ASEP,
its organizational structure, its flexibility, and its innovated approach
to professional credentials for exercise physiologists.
Well, a person
could say, “That is obvious”. Well, nothing is always obvious.
What makes the difference between how we think is not all that clear.
All I know is that I am reminded of the compromise of quality and excellence
when we forfeit integrity and opportunity to improve our position.
On the other hand, with the right leadership, there is the power and the
legitimate authority to frame the right perspective to empower and influence
students. Our students need leaders. Most people, including
me, think the problem lies with the students. After some reflection,
it is clear to me that the problem also lies with me. I am the professor,
the chair, the mentor, the educator, the motivator, and the person who
has the power to teach and to influence. Questions of improving the
profession, involving students in certifications, and the implementation
of new programs in how to think about exercise physiology lie within the
improved thinking about exercise physiology. The best way to minimize
the problems, especially the imperfections in how college teachers bring
the news to the students, is to listen to the students’ responses and to
provide as clear a rationale as possible for the delivery of ASEP via its
Internet resources.
ASEP and its
members are very much like a continuous learning process that often characterizes
the strategic plans of organizations. Innovation, creativity, and
incentive are important. The search for truth is just one of many
objectives. Even when it is realized, it is often hard to accept.
The ultimate statement of acceptance is generally more a consideration
of faith than putting closure on an idea defined by research data.
Learning to think like an exercise physiologist is often a powerful function
of faith. The potential for helping our students lies in our ability
to transcend our lack of preparation in knowing what to do while promoting
whatever is likely to help us come closer together. Education is
part of the answer. It is also helpful to constantly re-examine how
we can serve our students better. We need to be (and, in this case,
I need to be) a better ambassador for ASEP. I need to develop better
ways to discern the concerns of the students and help them build an inner
strength that prepares them for work in ASEP.
Coming Full
Circle
Once again,
it is clear that I have come full circle with many of my thoughts about
exercise physiology. When all is said and done, some rather common
sets of beliefs emerge that should prove useful for me (and maybe for other
exercise physiology professionals):
1.
Do not rely just on an occasional statement about ASEP to expect change
in how students think.
2. No one person
can be everything or be the hope of things to come.
3. Ordinary
students are a mixture of experiences with a variety of academic backgrounds
and future plans that require diverse thinking and exposure to professionalism
and ASEP.
4. If the decision
is right for some students, it does not mean that it is right for all the
students.
5. Keep your
mind set on the ASEP vision and plan for increased opportunities to share
the message.
6. Think positive,
be positive, and expand your thinking about the need for students to grow
and develop the finer points of professionalism.
7. Do not give
in to doubt. Keep looking for the light at the end of the tunnel.
8. Expect loyalty,
but nourish it as well.
9. Always build
the exercise physiology network of believers.
10. Develop
and maintain relationships that bring strength to the heart of the organziation.