Whistle-blowing in the medical curriculum: a response to Faunce.

Palmer, N; Rogers, WA

Whistle-blowing in the medical curriculum: a response to Faunce.

Palmer, N

Rogers, WA

Permalink

Publisher:: Springer Science and Business Media LLC
Publication Type:: Journal Article
Citation:: Monash Bioeth Rev, 2005, 24, (1), pp. 50-58
Issue Date:: 2005-01

Closed Access

	Filename	Description	Size
	200503611.pdf	Published version	429.76 kB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Palmer, N https://orcid.org/0000-0001-9903-7177
dc.contributor.author	Rogers, WA
dc.date.accessioned	2022-12-23T06:48:57Z
dc.date.available	2022-12-23T06:48:57Z
dc.date.issued	2005-01
dc.identifier.citation	Monash Bioeth Rev, 2005, 24, (1), pp. 50-58
dc.identifier.issn	1321-2753
dc.identifier.issn	1836-6716
dc.identifier.uri	http://hdl.handle.net/10453/164541
dc.description.abstract	We agree with Faunce's proposal that academic legitimacy is important in ensuring that whistle-blowing is included in medical curricula. We disagree, however, with the assertion that this is best achieved by means of an over-arching theoretical foundation for health care whistle-blowing of the kind suggested by Faunce. We propose that systematic theoretical justification is neither the sole nor the main determinant of academic legitimacy when it comes to matters for inclusion in medical school curricula, and outline an alternative view, together with a practical example of a healthcare whistle-blowing topic.
dc.format	Print
dc.language	eng
dc.publisher	Springer Science and Business Media LLC
dc.relation.ispartof	Monash Bioeth Rev
dc.relation.isbasedon	10.1007/BF03351428
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	2201 Applied Ethics
dc.subject.mesh	Curriculum
dc.subject.mesh	Education, Medical
dc.subject.mesh	Ethical Theory
dc.subject.mesh	Ethics, Medical
dc.subject.mesh	Humans
dc.subject.mesh	Principle-Based Ethics
dc.subject.mesh	Virtues
dc.subject.mesh	Whistleblowing
dc.subject.mesh	Humans
dc.subject.mesh	Whistleblowing
dc.subject.mesh	Virtues
dc.subject.mesh	Curriculum
dc.subject.mesh	Education, Medical
dc.subject.mesh	Ethical Theory
dc.subject.mesh	Ethics, Medical
dc.subject.mesh	Principle-Based Ethics
dc.title	Whistle-blowing in the medical curriculum: a response to Faunce.
dc.type	Journal Article
utslib.citation.volume	24
utslib.location.activity	United States
utslib.for	2201 Applied Ethics
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Research)
utslib.copyright.status	closed_access	*
dc.date.updated	2022-12-23T06:48:56Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	24
utslib.citation.issue	1

Abstract:

We agree with Faunce's proposal that academic legitimacy is important in ensuring that whistle-blowing is included in medical curricula. We disagree, however, with the assertion that this is best achieved by means of an over-arching theoretical foundation for health care whistle-blowing of the kind suggested by Faunce. We propose that systematic theoretical justification is neither the sole nor the main determinant of academic legitimacy when it comes to matters for inclusion in medical school curricula, and outline an alternative view, together with a practical example of a healthcare whistle-blowing topic.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/164541