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

Nigel Palmer*, Wendy A. Rogers

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)


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.

Original languageEnglish
Pages (from-to)50-58
Number of pages9
JournalMonash Bioethics Review
Issue number1
Publication statusPublished - 2005


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