Article info
Response
Response to: Correspondence on ‘Organisational failure: rethinking whistleblowing for tomorrow’s doctors’ by Taylor and Goodwin
- Correspondence to Dr Dawn Goodwin, Lancaster Medical School, Lancaster University, Lancaster LA1 4AT, UK; d.s.goodwin{at}lancaster.ac.uk
Citation
Response to: Correspondence on ‘Organisational failure: rethinking whistleblowing for tomorrow’s doctors’ by Taylor and Goodwin
Publication history
- Received October 3, 2022
- Accepted October 3, 2022
- First published October 14, 2022.
Online issue publication
January 18, 2024
Article Versions
- Previous version (9 November 2022).
- You are viewing the most recent version of this article.
Request permissions
If you wish to reuse any or all of this article please use the link below which will take you to the Copyright Clearance Center’s RightsLink service. You will be able to get a quick price and instant permission to reuse the content in many different ways.
Copyright information
© Author(s) (or their employer(s)) 2022. No commercial re-use. See rights and permissions. Published by BMJ.
Other content recommended for you
- To what extent can tomorrow’s doctors prevent organisational failure by speaking up?
- Organisational failure: rethinking whistleblowing for tomorrow’s doctors
- Culture, compassion and clinical neglect: probity in the NHS after Mid Staffordshire
- Leadership practices and behaviours that enable and inhibit a continuous improvement culture in an NHS trust
- What became of the ‘eyes and the ears’?: exploring the challenges to reporting poor quality of care among trainee medical staff
- Root causes of organisational failure: look up, not down
- Commissioning through competition and cooperation in the English NHS under the Health and Social Care Act 2012: evidence from a qualitative study of four clinical commissioning groups
- Protective factors and sources of support in the workplace as experienced by UK foundation and junior doctors: a qualitative study
- Whistleblowing in the NHS: the need for a new generation to learn the lessons
- To dictate or collaborate? A phenomenological exploration of physiotherapists’ leadership styles