Students' attitudes and potential behaviour with regard to whistle blowing as they pass through a modern medical curriculum

Keywords

Vignette, Curriculum, Medical education, Psychology, Cohort

References

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• Data Management and Analysis MethodsGery W. Ryan, H. Russell Bernard — 2000
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• The impact of three years' ethics teaching, in an integrated medical curriculum, on students′ proposed behaviour on meeting ethical dilemmasJohn Goldie, Lisa Schwartz, Alex McConnachie — 2002
• Relevance and utility of courses in medical ethics. A survey of physicians' perceptions.Edmund D. Pellegrino, Richard Hart, Sharon Henderson — 1985
• Performance of doctors.Gilles de Wildt, Iona Heath, Paramjit Gill — 1999
• Can students’ reasons for choosing set answers to ethical vignettes be reliably rated? Development and testing of a methodJohn Goldie, Lisa Schwartz, Alex McConnachie — 2004
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• Do clinical clerks suffer ethical erosion? Students' perceptions of their ethical environment and personal developmentC Feudtner, Dimitri Christakis, Nicholas A. Christakis — 1994
• UK medicine: what are we to do?Richard Horton — 1998
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• UK introduces far reaching law to protect whistleblowersC. Dyer — 1999
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• Students' perceptions of whistle blowing: implications for self‐regulation. A questionnaire and focus group surveySarah Rennie, Joy Crosby — 2002
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• Self-regulation by medical profession.AG Johnson — 1998

Cited by

• Impact of feeling responsible for adverse events on doctors’ personal and professional lives: the importance of being open to criticism from colleaguesRobert P. Bowman — 2005
• Using portable digital technology for clinical care and critical incidents: a new model.A. N. Gudkov — 2005
• An ICM approach to the assessment of a medical ethics intervention in ThailandPonsopa Pinijphon — 2009
• A qualitative study of the barriers to incident reporting at the Christie NHS Foundation Trust.Sylvia Blake — 2009
• Harnessing the Hidden Curriculum in Clinical Clerkship; A Four-Step Reflective Competency ApproachC. Holmes — 2013
• Whistle-blowing in Medical School: A National Survey on Peer Accountability and Professional Misconduct in Medical StudentsLaura E. Hodges, Hyo Jung Tak, Farr A. Curlin — 2016
• Towards effective outcomes in teaching, learning and assessment of law in medical educationMichael Preston‐Shoot, Judy McKimm — 2011
• Roles and responsibilities of family physicians on geriatric health care teams: Health care team members' perspectives.Bruce Wright, Jocelyn Lockyer, Herta Fidler — 2007
• A physician charter on medical professionalism: a challenge for medical education.Alan Jotkowitz, Shimon Glick, Avi Porath — 2004
• Understanding the Barriers to Physician Error Reporting and Disclosure: A Systemic Approach to a Systemic ProblemBianca Perez, Stephen A. Knych, Sallie J. Weaver — 2014
• Sex and the surgery: students’ attitudes and potential behaviour as they pass through a modern medical curriculumJohn Goldie, Lisa Schwartz, Jago Morrison — 2004
• New technology to enable personal monitoring and incident reporting can transform professional culture: the potential to favourably impact the future of health care.Stephen Bolsin, Andrew Patrick, M. Colson — 2005
• Ethics teaching in European veterinary schools: a qualitative case studyManuel Magalhães‐Sant’Ana — 2014
• The detrimental ethical shift towards cynicism: can medical educators help prevent it?John Goldie — 2004
• The Many Ways to Be Marginal in a GroupNaomi Ellemers, Jolanda Jetten — 2013
• The Secret CurriculumMichael Preston‐Shoot — 2012
• Strategic defensiveness: public and private responses to group criticism.Matthew J. Hornsey, Elisha R. Frederiks, Joanne R. Smith — 2007
• Trends in Medical Education ResearchGlenn Regehr — 2004
• Will They Report It? Ethical Attitude of Graduate Software Engineers in Reporting Bad NewsA. S. M. Sajeev, Ivica Crnković — 2012
• Can students’ reasons for choosing set answers to ethical vignettes be reliably rated? Development and testing of a methodJohn Goldie, Lisa Schwartz, Alex McConnachie — 2004

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