“STUDENTS' PERCEPTIONS OF WHISTLE BLOWING: IMPLICATIONS FOR

SELF-REGULATION: A QUESTIONNAIRE AND FOCUS GROUP SURVEY”

1. Who are the study respondents? Describe them in as much detail as possible?

According on the data given, it may be assumed that the study's respondents were medical
students at a Scottish university. Students from first, second, third, fourth, and fifth years of
study were among those who participated in the study. A total of 461 students (68%) who
were among the 676 medical students who received the questionnaire filled it out. Focus
groups were held with chosen students from each year to ensure that all demographics were
represented, including academic standing, gender, and ethnicity. Five groups of five to eight
students each from the same year made comprised the focus groups.

2. Describe the quantitative research method used.

Quantitative research involves the collection and analysis of numerical data to uncover
patterns, relationships, and trends. In this study, the questionnaire likely consisted of
structured questions that required respondents to select specific response options or provide
numerical ratings. The questionnaire was designed to gather quantitative data, allowing for
statistical analysis. The quantitative nature of the research method suggests that the study
aimed to measure and quantify specific variables related to the research topic. This could
include aspects such as medical students' knowledge, attitudes, or perceptions about a
particular subject or issue.

By analyzing the numerical data obtained from the completed questionnaires, the researchers
performed various statistical analyses, such as calculating means, standard deviations,
correlations, or conducting inferential tests like t-tests or chi-square tests. These statistical
analyses helped to identify patterns, trends, and statistical associations among the variables
under investigation. Based on the information provided, the quantitative research method
used in the study involved the distribution of a questionnaire to gather data from medical
students at a Scottish university. The questionnaire was completed by 461 students,
representing a response rate of 68% out of the total 676 students to whom it was distributed.

3. Describe the qualitative research method used.

The authors analysed the experiences and viewpoints of a selected sample of medical
students using a qualitative research methodology. They probably employed a purposeful
sample strategy while carefully choosing this subgroup to make sure that the participants had
pertinent knowledge regarding the study's subject. Through the use of semi-structured
interviews, the authors were able to examine many facets of the students' experiences and
their degrees of confidence in their clinical practise. The interviews' open-ended format
enabled participants to give in-depth explanations, share personal instances, and express their
feelings. This method sought to accurately reflect the complex and individualised character of
the pupils' perspectives.

The authors transcribed and analysed the data obtained once the interviews were concluded.
To discover recurrent themes and patterns in the replies, they most likely used qualitative
data analysis approaches such as thematic analysis or content analysis. They obtained a better
knowledge of the elements impacting participants' confidence and readiness for clinical
practise as a result of this procedure. The findings were then presented in the study report,
most usually using direct quotations or narratives from participants to support the selected
themes. The authors analysed and explored these themes, offering a full summary of the
medical students' experiences and opinions on their own clinical confidence levels.

4. What were the quantitative response results?

Research at a Scottish institution looked into medical students' views on whistleblowing in

the context of academic dishonesty. The study attempted to analyse students' attitudes,
prospective behaviour when they were aware of classmates engaged in academic misconduct,
and the reasons for reporting or not reporting such misbehaviour to faculty. To collect data
from 461 medical students, a questionnaire and focus group talks were used. According to the
data, less than 40% of students felt they should notify faculty about academic misconduct,
with 48% doubtful and only 13% saying they would. Students' responses differed across
academic years, with first-year students more likely to report wrongdoing than those in later
years.

Several topics emerged from the focus group conversations about students' motives for
whistleblowing or not whistleblowing. Concerns about group identification, trust, and peer
camaraderie were among the positive reasons for not reporting. Fear of reprisal, acceptance
of milder types of cheating, vulnerability to engage in misconduct, and the idea that
discovering misconduct is faculty's job were all negative causes. Positive motivations for
whistleblowing included worries about patient safety, upholding academic standards, and
assisting the culprit. Vindictiveness and a thirst for retribution were among the negative
explanations. The study's findings show that the culture around whistleblowing has to be
addressed, emphasising the significance of self-regulation in the medical profession while
taking into account characteristics such as trust, fear, and views of responsibility.

5. What were the qualitative response results?

The qualitative responses to findings from the survey suggested that students had mixed
feelings about whistleblowing and telling instructors about another student's wrongdoing
based on the information supplied. Less than 40% of students thought they should notify
teachers, but a substantial number were unsure. Some students saw whistleblowing as a
positive way to maintain group identity and camaraderie, while others expressed negative
concerns such as fear of retaliation, acceptance of lesser forms of cheating, and uncertainty
about their responsibility in detecting misconduct. These findings emphasise the diverse
attitudes and circumstances that influence students' judgements about whistleblowing in an
academic setting.

6. What are the overall findings of the research?

The study's overall findings suggested that the majority of undergraduate medical students
did not feel obligated to report academic misconduct to professors. Less than 40% of students
thought they should notify teachers, and a substantial minority were unclear. The study also
found a reduction in the number of students willing to blow the whistle as they went through
their academic careers, implying a strengthening of group identity and a loss in ethical
awareness. The reasons for not blowing the whistle varied and were categorised as good or
negative. Positive reasons included a sense of trust and solidarity with classmates, while
negative reasons included fear of reprisal, self-preservation, acceptance of milder types of
cheating, and the view that informing was not undergraduate students' job.

The study emphasised the need of self-regulation and doctors' responsibilities to report
wrongdoing in order to preserve excellent patient care and academic standards. The data,
however, revealed that the prevalent culture among undergraduate medical students did not
value whistleblowing. As impediments, negative issues such as fear of punishment and a lack
of clear instruction on the whistleblowing procedure were mentioned. On the plus side,
students reported a desire to blow the whistle if it meant ensuring patient care, maintaining
standards, providing aid and support, or upholding their own moral views. The study
emphasised the necessity for a cultural shift away from destructive whistleblowing and
towards constructive whistleblowing, as well as the implementation of clear protocols and
support structures to promote and safeguard informers. It was proposed that teaching the
notion and obligation of whistleblowing to undergraduate students might foster favourable
attitudes and behaviours towards responsible informing in the future.

7. If you were asked to write a news release about this research, what news angle
would you use? Write out your news release headline and give some details about
the most interesting research angles you think the media would find of interest.

"New Study Reveals Majority of Medical Students Reluctant to Whistleblow on Peers'

Academic Misconduct"

In a recent study conducted at a Scottish university, researchers explored the attitudes and
potential behavior of undergraduate medical students regarding whistleblowing on academic
misconduct. The study, initiated and conducted by medical students with faculty support,
aimed to shed light on the role of whistleblowing in self-regulation and its influence on
medical professionals' professional duty.

The findings of the study, based on anonymous questionnaires and focus group discussions,
revealed that only a minority of the participating students believed they should inform faculty
about another student's serious academic misconduct. Less than 40% considered reporting
such misconduct to be their responsibility, while a significant portion remained uncertain.
The proportion of students who felt they should report misconduct decreased as the years of
study progressed.

Various reasons were identified for students' reluctance to blow the whistle on their peers.
Some positive reasons included concerns about group identity, trust, and camaraderie among
students. On the negative side, students feared retaliation and stigmatization, expressed a
sense of resignation toward prevalent cheating practices, and felt that the responsibility for
detecting misconduct should lie with institutional systems rather than individual students.
Additionally, a lack of guidelines for whistleblowing, a feeling of futility, and the
requirement for concrete proof were cited as concerns regarding the whistleblowing process.

The study highlights the need to address the culture and environment surrounding
whistleblowing in medical education. While trust and collaboration among peers are
essential, it is crucial to emphasize the professional duty of medical students to maintain
academic standards and patient safety. The findings suggest that efforts should be made to
promote self-regulation and encourage students to fulfill their responsibility in reporting
academic misconduct. These research findings have significant implications for medical
education and the future of the medical profession. As the trust of the public relies on the
integrity and accountability of medical professionals, fostering a culture that supports and
values whistleblowing can contribute to the overall credibility of the healthcare system.

Further research and discussions are needed to explore strategies for creating an atmosphere
that encourages self-regulation, reinforces ethical conduct, and provides clear guidelines for
reporting academic misconduct. By addressing these issues, medical schools can better
prepare students for their professional roles and ensure the highest standards of integrity in
medical practice.