Students' perceptions of whistle blowing: implications for self-regulation. A questionnaire and focus group survey

Aim The aims of this study are to gauge and use the views of medical students to elaborate on the concept of whistle blowing and to give an indication of its role in self‐regulation. Methods An anonymous questionnaire survey was conducted among medical students from a Scottish medical school. Studen...

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Veröffentlicht in:Medical education 2002-02, Vol.36 (2), p.173-179
Hauptverfasser: Rennie, Sarah C, Crosby, Joy R
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Crosby, Joy R
description Aim The aims of this study are to gauge and use the views of medical students to elaborate on the concept of whistle blowing and to give an indication of its role in self‐regulation. Methods An anonymous questionnaire survey was conducted among medical students from a Scottish medical school. Students were asked (i) whether they should, and (ii) whether they would report to faculty academic misconduct by other students. Comparisons were made between all five year groups. Subsequently students in focus groups were asked to give their reasons for whistle‐blowing or not doing so. Results Of the students, 40% felt they should whistle‐blow, with 13% saying they would actually do so. The numbers of students who felt they should or would whistle blow were smaller in the later year groups. Focus groups identified positive and negative reasons for whistle blowing or not, and reasons connected to the process itself. Reasons given for not whistle blowing included camaraderie, retaliation by peers, self‐preservation and a belief that it is not a student's responsibility to report the misconduct of others. Conclusions The results have two important implications. First, medical schools have to decide whether students have a duty to whistle blow and/or whether there is a need to devise clear procedures. Any procedures should take into account the reasons given for not whistle blowing, but should concentrate on positive motivating factors. Secondly the medical profession needs to consider the role of whistle blowing, as the results suggest that whistle blowing should not be the only method of detection of misconduct in an undergraduate setting.
doi_str_mv 10.1046/j.1365-2923.2002.01137.x
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A questionnaire and focus group survey</title><source>Wiley Online Library - AutoHoldings Journals</source><source>MEDLINE</source><source>EBSCOhost Education Source</source><creator>Rennie, Sarah C ; Crosby, Joy R</creator><creatorcontrib>Rennie, Sarah C ; Crosby, Joy R</creatorcontrib><description>Aim The aims of this study are to gauge and use the views of medical students to elaborate on the concept of whistle blowing and to give an indication of its role in self‐regulation. Methods An anonymous questionnaire survey was conducted among medical students from a Scottish medical school. Students were asked (i) whether they should, and (ii) whether they would report to faculty academic misconduct by other students. Comparisons were made between all five year groups. Subsequently students in focus groups were asked to give their reasons for whistle‐blowing or not doing so. Results Of the students, 40% felt they should whistle‐blow, with 13% saying they would actually do so. The numbers of students who felt they should or would whistle blow were smaller in the later year groups. Focus groups identified positive and negative reasons for whistle blowing or not, and reasons connected to the process itself. Reasons given for not whistle blowing included camaraderie, retaliation by peers, self‐preservation and a belief that it is not a student's responsibility to report the misconduct of others. Conclusions The results have two important implications. First, medical schools have to decide whether students have a duty to whistle blow and/or whether there is a need to devise clear procedures. Any procedures should take into account the reasons given for not whistle blowing, but should concentrate on positive motivating factors. Secondly the medical profession needs to consider the role of whistle blowing, as the results suggest that whistle blowing should not be the only method of detection of misconduct in an undergraduate setting.</description><identifier>ISSN: 0308-0110</identifier><identifier>EISSN: 1365-2923</identifier><identifier>DOI: 10.1046/j.1365-2923.2002.01137.x</identifier><identifier>PMID: 11869446</identifier><language>eng</language><publisher>Oxford UK: Blackwell Science Ltd</publisher><subject>attitude ; Attitude of Health Personnel ; Curriculum subjects: programmes and methods ; Disclosure ; Docimology ; Educational sciences ; Ethics ; Ethics, Medical ; Exam and competitive examinations ; Focus Groups - methods ; Humans ; medical ; Medical and paramedical education ; School work. Docimology. 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A questionnaire and focus group survey</title><title>Medical education</title><addtitle>Med Educ</addtitle><description>Aim The aims of this study are to gauge and use the views of medical students to elaborate on the concept of whistle blowing and to give an indication of its role in self‐regulation. Methods An anonymous questionnaire survey was conducted among medical students from a Scottish medical school. Students were asked (i) whether they should, and (ii) whether they would report to faculty academic misconduct by other students. Comparisons were made between all five year groups. Subsequently students in focus groups were asked to give their reasons for whistle‐blowing or not doing so. Results Of the students, 40% felt they should whistle‐blow, with 13% saying they would actually do so. The numbers of students who felt they should or would whistle blow were smaller in the later year groups. Focus groups identified positive and negative reasons for whistle blowing or not, and reasons connected to the process itself. Reasons given for not whistle blowing included camaraderie, retaliation by peers, self‐preservation and a belief that it is not a student's responsibility to report the misconduct of others. Conclusions The results have two important implications. First, medical schools have to decide whether students have a duty to whistle blow and/or whether there is a need to devise clear procedures. Any procedures should take into account the reasons given for not whistle blowing, but should concentrate on positive motivating factors. Secondly the medical profession needs to consider the role of whistle blowing, as the results suggest that whistle blowing should not be the only method of detection of misconduct in an undergraduate setting.</description><subject>attitude</subject><subject>Attitude of Health Personnel</subject><subject>Curriculum subjects: programmes and methods</subject><subject>Disclosure</subject><subject>Docimology</subject><subject>Educational sciences</subject><subject>Ethics</subject><subject>Ethics, Medical</subject><subject>Exam and competitive examinations</subject><subject>Focus Groups - methods</subject><subject>Humans</subject><subject>medical</subject><subject>Medical and paramedical education</subject><subject>School work. Docimology. 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A questionnaire and focus group survey</title><author>Rennie, Sarah C ; Crosby, Joy R</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4127-c789a07b379ade9d8eb891272bc4c7820b7bdd104452bed0caa2b508f42434123</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2002</creationdate><topic>attitude</topic><topic>Attitude of Health Personnel</topic><topic>Curriculum subjects: programmes and methods</topic><topic>Disclosure</topic><topic>Docimology</topic><topic>Educational sciences</topic><topic>Ethics</topic><topic>Ethics, Medical</topic><topic>Exam and competitive examinations</topic><topic>Focus Groups - methods</topic><topic>Humans</topic><topic>medical</topic><topic>Medical and paramedical education</topic><topic>School work. Docimology. Guidance</topic><topic>Scotland</topic><topic>self regulation</topic><topic>Social Control, Informal</topic><topic>students</topic><topic>Students, Medical</topic><topic>students, medical, undergraduate/standards</topic><topic>Surveys and Questionnaires</topic><topic>Teaching methods</topic><topic>undergraduate/standards</topic><topic>whistle blowing</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Rennie, Sarah C</creatorcontrib><creatorcontrib>Crosby, Joy R</creatorcontrib><collection>Istex</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>ProQuest Health &amp; Medical Complete (Alumni)</collection><collection>MEDLINE - Academic</collection><jtitle>Medical education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Rennie, Sarah C</au><au>Crosby, Joy R</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Students' perceptions of whistle blowing: implications for self-regulation. 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The numbers of students who felt they should or would whistle blow were smaller in the later year groups. Focus groups identified positive and negative reasons for whistle blowing or not, and reasons connected to the process itself. Reasons given for not whistle blowing included camaraderie, retaliation by peers, self‐preservation and a belief that it is not a student's responsibility to report the misconduct of others. Conclusions The results have two important implications. First, medical schools have to decide whether students have a duty to whistle blow and/or whether there is a need to devise clear procedures. Any procedures should take into account the reasons given for not whistle blowing, but should concentrate on positive motivating factors. 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source Wiley Online Library - AutoHoldings Journals; MEDLINE; EBSCOhost Education Source
subjects attitude
Attitude of Health Personnel
Curriculum subjects: programmes and methods
Disclosure
Docimology
Educational sciences
Ethics
Ethics, Medical
Exam and competitive examinations
Focus Groups - methods
Humans
medical
Medical and paramedical education
School work. Docimology. Guidance
Scotland
self regulation
Social Control, Informal
students
Students, Medical
students, medical, undergraduate/standards
Surveys and Questionnaires
Teaching methods
undergraduate/standards
whistle blowing
title Students' perceptions of whistle blowing: implications for self-regulation. A questionnaire and focus group survey
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