The Tea-Steeping Metaphor: Origin, Application, Advantages, Disadvantages, and Impact on Forensic Medicine Teaching.

Perezhivanie: Origin, application, advantages, disadvantages, and impact on forensic medicine teaching.

Professional identity formation (PIF) plays a significant role in the development of medical students, with reflection expected to help learners align their personal values with the expectations of the profession. While theoretical models propose that reflection and PIF advance hand in hand, empirical studies suggest that the various types of reflection may evolve independently. In this study, we aimed to (a) investigate the levels of PIF, reflective practice and self-reflection and insight across academic years, and (b) assess whether reflective practice and self-reflection and insight are significant predictors of medical students' PIF. We conducted a cross-sectional quantitative study that included 1401 medical students from four universities in Indonesia. Participants completed a demographic questionnaire along with the Professional Identity Formation (PIF) questionnaire, Reflective Practice Questionnaire (RPQ) and Self-reflection and Insight Scale (SRIS). We used one-way ANOVA to examine the differences of PIF, RPQ and SRIS across the academic years; Pearson correlations to examine the association between PIF, RPQ and SRIS; and regression analysis to assess the predictive value of RPQ and SRIS on PIF. Both PIF (F = 32.221, p < 0.001) and reflective practice (F = 6.796, p < 0.001) increased across academic years, while self-reflection and insight remained stable (F = 1.683, p = 0.136). Reflective practice correlated with PIF (r = 0.420; p < 0.001), while self-reflection and insight did not (r = -0.017; p = 0.528). Reflective practice was a significant predictor of PIF in the regression analysis (B = 0.674, p < 0.001). Reflection on practice associates with professional identity formation in medical students, but self-reflection and insight do not.

Germany, Japan, and Korea have a similar medicolegal death investigation system, the so-called European style, governed by prosecutors for crime investigation and brought into Korea through Japan from Germany. In this system, all physicians must be engaged in postmortem external examination and issue a death certificate for unnatural death. Therefore, education in forensic medicine should be provided to medical students to ensure the ability to determine the cause of death and the manner of death after graduation. However, the quality of undergraduate education in forensic medicine is known to be unsatisfactory in Korea because there is no well-organized nation-based education policy. This study aims to review significant features of the education system for forensic medicine in Germany, Japan, and Korea. Related laws and regulations, standard curriculum, and incorporation of forensic medicine in medical license examination are comparatively analyzed. In conclusion, the Korean education system in forensic medicine has a weak structure for achieving competency in postmortem external examination, while Germany and Japan have sustained relatively concrete frameworks. Practical approaches are proposed for improving education quality, including incorporating forensic medicine into compulsory assessment in the medical licensing examination.

As a result of health system and legal regulations in our country, primary care physicians have a great number of responsibilities related to forensic medicine services, but it is a known fact that our physicians describe forensic medicine as the most feared task because of the insufficiency of undergraduate forensic medical education. A horizontal and vertical integration, spiral structured training program is implemented at Pamukkale University Faculty of Medicine. While they learn the basic concepts in the first years, in the fifth grade they take active education methods through the two-week task. In this forensic medicine education, it will enable the students to develop their interest in forensic medicine and to achieve the objectives of gaining knowledge, skills and attitude in the core program. In this study, the undergraduate forensic medicine education model of … University Faculty of Medicine is presented in detail.

This study reviewed the status of undergraduate education in Forensic Medicine within the Kingdom of Saudi Arabia. The Forensic Medicine curricula of 65 universities were reviewed through accessing the respective university websites. There were visible inconsistencies in Forensic Medicine. The inconsistencies were in the credit hours, the year Forensic Medicine was taught and the curricula themselves. This means that the Saudi medical graduates are being imparted the education in Forensic medicine in a non-standardized manner. The study concludes that Forensic medicine curricula currently need to be standardized with respect to the subjects taught within Forensic Medicine courses and credit hours/year the subject was being taught. The study also proposes a model curriculum for teaching Forensic medicine at undergraduate level. The Saudi health Commission has already published standards for postgraduate training in Forensic medicine, this can serve as a guide for undergraduate education as well. The observations and changes recommended are envisaged to standardized undergraduate education of Forensic Medicine within the Kingdom.

A fundamental goal of medical education is the active, constructive, transformative process of professional identity formation (PIF). Medical educators are thus charged with designing standardized and personalized curricula for guiding, supporting, and challenging learners on the developmental professional identity pathway, including the process of socialization. The author of this Commentary provides an overview of foundational principles and key drivers of PIF supporting the being, relating, and doing the work of a compassionate and competent physician. Key elements of PIF including guided reflection, use of personal narratives, integral role of relationships and role modeling, and community of practice are viewed through various lenses of PIF theory and pedagogy. Questions informing the PIF discourse are raised, including interprofessional identity considerations. Central emergent themes of reflective practice, relationships, and resilience are described as supporting and reciprocally enhancing PIF. Overarching lessons include attending to learners' and faculty's PIF within a developmental trajectory of the professional life cycle; process and content within PIF curricula as well as learners' individual and collective voices; curricular/extracurricular factors contributing to socialization, self-awareness, development of core values, and moral leadership; integrating PIF domains within pedagogy; faculty development for skilled mentoring and reflective coaching; and implementing resilience-promoting skill sets as "protective" within PIF. Outcomes assessment including the impact of curricula on learners and on patient-centered care can be challenging, and potential next steps toward this goal are discussed.

Forensic medicine, as an interdisciplinary field featuring a high degree of practicality and technological integration, is currently faced with several challenges, including limited teaching resources, few practical training opportunities, and slow adoption of emerging technologies. With the rapid advancement of artificial intelligence (AI), its growing application in medical education has significantly transformed the landscape of traditional teaching approaches in forensic medicine, opening up new possibilities for innovations in pedagogical models. Against this backdrop, this study examines the potential of AI technology in forensic medicine from the perspectives of pedagogical model innovation, content delivery, and evaluation system reform, with specific emphasis on virtual simulation instruction, intelligent case analysis, and personalized learning pathways. Furthermore, it discusses existing ethical, technical, and resource-related limitations in current research. Based on this study, the paper proposes strategies and practical pathways to promote the application of AI in forensic medicine education, aiming to provide theoretical insights for cultivating high-quality forensic medicine professionals.

Development of forensic medicine in Rwanda- past, present, and future perspectives

Korean radiographers’ awareness, experiences, and education needs in forensic medicine and forensic radiology

Meaningful Connections: Exploring the Relationship Between Empathy and Professional Identity Formation

The concepts of and are often used interchangeably even though they are different. As this article explains, professionalism refers to appropriate conduct of a lawyer, e.g., honesty, civility, practical judgment. However, a law student or lawyer who has not internalized these professional values is not likely to consistently exhibit them in practice. The breakthtrough of concept of professional identity formation, in both Carnegie Institute's Report and Clinical Legal Association of America (CLEA) Best Practices for Legal Education (both published in 2007) was their recognition that law schools needed to help students develop a One's professional identity would be comprised of values that student will contemplate, reflect on, and ultimately internalize as values held by the kind of lawyer she wants to be. A surprisng number of effective teaching methods have been developed, som in other fields and some in law teaching, to help students reflect on their values, decide whether to internalize values and to develop a method for resolving ethical and value judgments. With such teaching and practice, someone will have a foundation for making sensitive ethical decisions in situations that represent challenges. Such a person is more likely to act according to her values. The notion is as old as Socrates' observation: We are what we repeatedly do. For those who have had value formation part of their law school experience and have developed a professional identity based on those values, they are far more likely to act consistently in ways that reflect professional values. The article surveys earliest law schools in America and how they made it a priority to address ethical values and cultivate a professional identity in their students. The article reviews how law schools, for a variety of reasons, moved away from this priority. The article thus recommends in part that law schools consider practices of earliest law schools, or at least their focus on professional value formation. Moreover, article reviews how ideas in Carnegie and Best Practices are being carried out in a number of modern law schools. These schools combine wisdom of early law schools' priority along with modern teaching methods. The results are courses that can serve as models for schools seeking to begin greater efforts at professional value and identity formation. This article is distinctive in two ways. First, it draws a connection between recent proposals for professional identity formation and character formation that earliest American Law schools made a priority. Second, article explains how professional identity formation ought to begin in first year of law schools. Although developing professional values and identity througout curriculum is important, first year of law school may be most important in process of having students begin to form professional values and an identity. If efforts wait until later, results are likely to be diminished, in part because law school itself in first year will have created barriers to education designed to cultivate professional identity. These barriers are discussed in Carnegie and Best Practices and recounted here. Therefore, article encourages any increased cultivation of professional values and identity and, in particular, efforts in first year to introduce students to professional values that go beyond academic achievent and include professional values that have been shown to be as important to effectiveness in practicing law as analytical skills.

China (only China mainland included in this article) differs significantly from any other country of the world, in terms of its current system of forensic medicine, which could be generally characterized by "the three world's firsts": the world's first to establish undergraduate degree in forensic medicine nationally, the world's first to add forensic medicine division to police criminal investigation system nationally, and the world's first to permit market-oriented forensic medicine services nationally. To understand how such an interesting system was developed, the important historical shifts in China's forensic medicine education and service mode that have ever occurred since 1949 are analyzed in this article. Then the advantages and deficiencies of the current system are briefly discussed. Finally, principles for China's future forensic medicine system are proposed.

Talent is one of the basic and strategic supports for building a modern socialist country in all aspects. Since the 1980s, the establishment of forensic medicine major and the cultivation of innovative talents in forensic medicine have become hot topics in higher education in forensic medicine. Over the past 43 years, the forensic medicine team of Shanxi Medical University has adhered to the joint education of public security and colleges, and made collaborative innovation, forming a training mode of "One Combination, Two Highlights, Three Combinations, Four in One" for innovative talents in forensic medicine. It has carried out "5+3/X" integrated reform, and formed a relatively complete talent training innovation mode and management system in teaching, scientific research, identification, major, discipline, team, platform and cultural construction. It has made a historic contribution to China's higher forensic education, accumulated valuable experience for the construction of first-class major and first-class discipline of forensic medicine, and provided strong support for the construction of the national new forensic talent training system. The popularization of this training mode is conducive to the rapid and sustainable development of forensic science, and provides more excellent forensic talents for national building, regional social development and the discipline construction of forensic science.

The 2024 medical education crisis in Korea renewed attention to medical students’ professional identity formation and underscored the importance of medical humanities education. Although humanities programs have expanded across Korean medical schools, their impact on student learning outcomes has not been systematically synthesized. This review examines empirical evidence on medical humanities interventions in Korean undergraduate medical education. Following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-analyses) 2020 guidelines, we searched PubMed, KoreaMed, KMBASE, and RISS for studies published between January 2000 and May 2025. Eligible studies reported empirical outcomes from interventions involving Korean undergraduate medical students. Program outcomes were categorized using the Best Evidence Medical Education-modified Kirkpatrick evaluation model. Of 121 records screened, 14 met the inclusion criteria. Common program types included medical ethics, community engagement, reflective practice, and professionalism, often delivered through interactive methods such as discussion, debates, and group activities. Assessments relied exclusively on self-reported surveys and ref lective writing. Overall, programs demonstrated short-term improvements in empathy, professionalism, and ethical reasoning, which were classified as Kirkpatrick Level 2 outcomes. No study provided evidence of Level 3 behavioral change. These findings reflect progress in Korean medical humanities programs while emphasizing the ongoing need for outcome-based evaluation and broader curricular development. This review provides a foundation for designing strengthened medical humanities programs, broadening curricular scope, and developing assessment strategies that better capture how humanities education contributes to students’ professional growth within the rapidly evolving landscape of Korean healthcare.

Geleceğin hekimlerinin yetiştirilmesinde uzmanlık ve disiplin ağırlıklı eğitimin yeterli olmadığının gözlenmesi, yeni eğitim modellerinin geliştirilmesine neden olmuştur. Bu yöntemlerden biri de aktif eğitimdir. Yoğun bir hazırlık döneminden sonra Dokuz Eylül Üniversitesi Tıp Fakültesi, 1997-1998 eğitim yılında, probleme dayalı öğrenim oturumları çevresinde şekillenen "Aktif Eğitim" yöntemini uygulamaya başlamıştır. Tıp eğitimi için ideal bir eğitim programının varlığından söz etmek zordur. Buna karşın probleme dayalı öğrenim yöntemine uygun bir programın geleceğin hekimlerini yetiştirmede atılmış önemli bir adım olduğu kanısındayız. Probleme dayalı öğrenim yönteminde, öğrenci multidisipliner bilgiyi gerçek hayatta karşılarına çıkabilecek bir olgunun sorunlarını anlamaya, nasıl oluştuğunu ve nasıl çözümlenebileceğini bulmaya çalışırken edinmektedir. Yöntem içindeki entegrasyonda yerini alan adli tıp eğitimi, fakülte eğitiminin tümüne yayılmış olarak, 6 yıl süresince verilecektir. Bu değişiklik nedeniyle, adli tıp eğitim programının gözden geçirilmesi ve bir pratisyen hekimin adli tıp konusunda hangi bilgi ve becerilere sahip olması gerektiğinin belirlenmesi zorunluluğu ortaya çıkmaktadır. Bilimsel düşünme becerisi edinerek ve araştırıcı kişilik geliştirerek geleceğin hekimlerinin daha iyiye doğru değişimi sürdürebilmeleri olanaklıdır. Bu çağdaş değişimin tüm tıp fakültelerini etkileyeceğine ve sonuç olarak eğitimde standardizasyon sorununa çözüm bulunmasına ve nitelikli hekimler yetiştirilmesine katkıda bulunacağına inanıyoruz.Anahtar kelimeler: Tıp eğitimi, adli tıp, probleme dayalı öğrenim.