Forensic Science Education Research Articles

A cut above the rest? The value of post-mortem examinations in undergraduate forensic science education

Very few people have the opportunity to witness a post-mortem first-hand in a mortuary environment. These spaces are typically reserved for those in the medical profession, including doctors in training. However, students enrolled on other programmes may go on to future careers that involve interacting with deceased individuals. Forensic Science graduates, for example, may enter professional roles that require the recovery, sampling, analysis and/or identification of the dead. In only a small number of cases will forensic students have had the opportunity to attend a post-mortem in person. In this article, we explore the value of incorporating post-mortem visits on undergraduate forensic science degrees from an academic (KS) and a student (FS) perspective. As part of this research, we obtained supplementary feedback from students who had also attended a post-mortem as part of their undergraduate degree at the University of Staffordshire. This research shows that while there can be logistical challenges when arranging post-mortem visits, students find the experience to be incredibly valuable, allowing them to improve their own personal and professional practice, and learn about up-to-date methods and processes used by practitioners. It could be argued that these visits are invaluable as they facilitate observational learning, especially the practical application of theoretical knowledge and understanding of post-mortems and the identification process, which in turn improves the employability of students.

Designing and evaluation of a mixed reality system for crime scene investigation training: a hybrid approach

Police investigation in real-life crime scenes is an essential aspect of forensic science education. However, the practicality of bringing young investigators to actual crime scenes is often hindered by the costs and challenges involved. In order to overcome these obstacles, new technologies such as mixed reality (MR) are being explored as potential solutions. MR technology offers an interactive and cost-effective way to simulate real-life crime scenes, providing a valuable training experience for young investigators. This paper presents a novel design of a MR system using Microsoft HoloLens 2.0, which is tailored to work in a spatial 3D scanned and reconstructed crime scene using FARO point cloud 3D scanner X130 blended with photogrammetry techniques. The system was developed through the lens of Experiential Learning Theory and designed using a participatory approach, providing a cost-effective solution to help trained Kuwaiti police officers enhance their investigative skills. In order to evaluate the system’s user experience and user interaction, the Questionnaire of User Interaction Satisfaction and User Experience Questionnaire were utilised. Forty-four young police officers evaluated the system. Police students showed positive levels of satisfaction with user interaction and overall user experience with minimal negative feedback. Female students showed higher satisfaction with the overall impression compared to male students. Based on the positive feedback regarding the system expansion, the system will be taken into the commercialisation stage in the future to be provided as an essential tool for crime scene education and investigation practices.

Using Virtual Reality to Enhance Forensic Science Education: Effects on CSI Learning Achievements, Situational Interest and Cognitive Load

This study examined the effectiveness of an interactive VR-based platform (IVR-CSI) for crime scene investigation training in forensic science education. The IVR-CSI utilized real-case scenarios and head-mounted displays. University students majoring in criminal investigation (N = 71) participated, with 36 using IVR-CSI and 35 in the control group with traditional training. Pre-test, post-test, and delayed test assessments to measure learning achievements, situational interest, and cognitive load. Statistical analysis revealed that the experimental group demonstrated significantly better immediate learning outcomes and retained knowledge more effectively over time compared to the control group. The IVR-CSI also elicited higher situational interest across most dimensions, particularly in novelty, exploration intention, attention demand, and instant enjoyment. Importantly, IVR-CSI did not increase students’ intrinsic and extraneous cognitive load but enhanced their germane cognitive load. These results highlight the positive impact of IVR-CSI on CSI training, offering valuable insights for enhancing professional training programs and instructional methods in this field.

An Extensive Analysis of Contemporary Studies Forensics Sciences in India

: Forensic science in India has evolved over 100 years, with the first official laboratory being the Calcutta Forensic Science Laboratory in Kolkata founded in 1952. Modernization has led to the establishment of numerous central, state, and regional forensic laboratories and advancements in technology such as DNA profiling, pathology, forensic toxicology, and forensic anthropology. As the need for forensic education in India increases, educational institutions and universities have started offering forensic science as a subject. India has collaborated with international forensic organizations to stay updated on global developments. Contemporary studies in forensic sciences are crucial for adapting to technological advancements, addressing emerging crimes, improving DNA analysis, promoting interdisciplinary approaches, and maintaining quality assurance and standards. Forensic science plays a significant role in the humanitarian efforts, including the identification of missing people and victims of mass disasters. Advanced imaging techniques are crucial in forensic investigations. Indian forensic science education is divided into undergraduate and postgraduate programs, offering bachelor's degrees and specialized courses in areas like forensic toxicology, DNA analysis, and digital forensics.

Quality management and competencies in forensic science

AbstractThe competencies and attributes of forensic science professionals are a very important pillar of a Quality Management system. However, a recent international survey identified a lack of agreement on the core cognitive competencies required for working in forensic science. The survey also identified the tools for assessing competencies are not necessarily designed to measure cognitive competencies. In this Perspective, we explore further the topic of competencies and in particular, cognitive competencies and attributes with a focus on forensic science professionals. We identify the critical issue and outline a process through which we will seek the views of leaders in the field, both operational and academic, on what the required cognitive competencies and attributes are for forensic science professionals. The tools used will include a questionnaire and direct interviews. Having identified the key competencies and attributes they can then be promoted, and methods developed to assess them within the recruitment process and continuous professional development programs. We argue that further discussion on this topic is warranted as it impacts on forensic science education, training, recruitment, operations, and overall quality.This article is categorized under: Forensic Chemistry and Trace Evidence > Presentation and Evaluation of Forensic Science Output

Fostering an “investigating mindset”: Why is it important in digital forensic science education?

AbstractThe importance of the field of digital forensics (DF) is growing, where digital evidence is increasingly recognized as a crucial part of many investigations. As a result, criminal justice systems rely on DF practitioners to conduct robust investigations of digital devices and their data, and interpret and present these results in a way that can be relied upon. Undertaking this task appropriately requires a practitioner to have a range of skills; however, focus is often placed on the need for and importance of technical competency. Technical skills are vital in this role, that cannot be in dispute; however, this work discusses the need for practitioners to also have an “investigative mindset.”This article is categorized under: Digital and Multimedia Science > Cybercrime Investigation

Forensic Science Integration in Legal Education: A Paradigm Shift for Strengthening Legal Expertise in Pakistan

Abstract The objective and scientific interpretation of evidence provided by forensic science is a crucial component of the contemporary judicial system. In Pakistan, forensic science education is not a part of the required curriculum for obtaining a Bachelor of Law (LL.B.) degree. Lawyer’s knowledge of the scope and limits of forensic research is hindered by the absence of a thorough forensic science component within law school. This, in turn, may obstruct the proper use of forensics in court procedures, which can slow down the distribution of justice. Forensic science education offers numerous benefits, including a holistic understanding of law and forensic science, interdisciplinary skills development, enhanced collaboration between lawyers and experts, and the development of specialized lawyers for handling complex cases. Law students may benefit from a deeper grasp of the scientific processes involved in criminal investigation, evidence collecting, preservation, analysis, and presentation by taking forensic science courses. Future lawyers will benefit from this understanding while trying cases, challenging expert testimony, and arguing on behalf of their clients. This article addresses the advantages, problems, and possible tactics for integrating forensic science into the LL.B. curriculum in Pakistan.

Forensic Studies for the Students of Criminal Justice, Criminology, Psychology and Law: A New Needed Area for Forensic Science Education

From an academic point of view, educational disciplines are roughly divided into several general categories, each consisting of a few or a dozen disciplines or branches.

Metabolic profile determination of 2F-viminol - A novel synthetic opioid identified in forensic investigations.

Novel synthetic opioid (NSO) continue to emerge in the United States in the midst of an opioid crisis. The NSO 2F-viminol was identified in casework at the Center for Forensic Science Research and Education through its NPS Discovery program in 2019. Little information and published literature were available for this new opioid at the time. To address this, human liver microsomes (HLMs) were used to perform in vitro metabolism studies with a drug standard. The goal was to predict in vivo metabolism. Experimental samples were prepared using HLMs, NADPH, phosphate buffer (pH7.4), and a 2F-viminol standard. Standard samples were prepared containing only drug, control samples were prepared with drug and HLMs but no NADPH cofactor, and metabolism reaction mixtures contained drug, HLMs and NADPH. The subsequent mixtures were incubated with light shaking to allow metabolism to occur. After cleanup, metabolite mixtures were analyzed via a SCIEX TripleTOF 5600+ liquid chromatograph quadrupole-time-of-flight mass spectrometer (LC-QTOF-MS). The generated metabolic structures were elucidated using SCIEX MetabolitePilot software (version 2.0). In addition to remaining parent drug, seven metabolites of 2F-viminol were discovered, including N-dealkylated and hydroxylated species. The proposed primary metabolites of 2F-viminol were N-dealkylation (sec-butyl) + hydroxylation and N-dealkylation (sec-butyl); however, they should be confirmed in authentic samples, and forensic laboratories should consider adding 2F-viminol and its metabolites to screening protocols to help in extending the window of detection for the parent drug in toxicological samples. As NSOs continue to appear, forensic laboratories must continue metabolism experiments to generate information about pharmacokinetics.

What is the Preferred Educational Background of Forensic Scientists?

Forensic science is a broad and rapidly developing field where fundamental scientific principles and techniques are used to investigate crimes. As the field evolves, universities offering forensic science degrees are increasing in both number and diversity of curricula. Paramount to any discussion around forensic science education is an assessment of what educational degrees are preferred by those hiring both entry- and supervisory-level forensic scientists. Quantification of degree preference through surveys of hiring officials occurred in 1986 and 1996. Since then, the Forensic Science Education Programs Accreditation Commission was established and has flourished, potentially enhancing the desirability of forensic science degrees. An updated survey was conducted to identify current educational background preferences within the field. The survey was distributed to members of the American Society of Crime Laboratory Directors and members of the Society of Forensic Toxicologists in hiring or leadership roles, yielding 221 responses. Results indicated a continued preference for a degree combination of master's in forensic science and a bachelor's degree in physical or biological sciences for both entry- and supervisory-level candidates. Holding only a bachelor's in the physical or biological sciences was also preferred for entry-level candidates whereas the preference for supervisory-level candidates was strongly influenced by the respondents' terminal degree.

Lockdown labs: Pivoting to remote learning in forensic science higher education

Forensic Science training and education is reliant on the application of knowledge to casework scenarios and the development of key practical skills that provide a platform for career development in the field. The COVID-19 pandemic introduced a number of challenges to effectively deliver practical content online and remotely, whilst still meeting intended learning outcomes, accreditation requirements, and attaining a high level of student engagement and experience. The MSc Forensic Science programme featured in this study is a one-year degree programme with a strong emphasis on the practical elements of forensic science, and a diverse international student cohort. Therefore, the restrictions associated with the pandemic made it very difficult not only to plan the delivery of material but also to adapt the content itself for effective online and remote learning.By focusing on the intended learning outcomes, a number of innovative teaching practices were developed to successfully transition from face-to-face teaching to online and remote delivery. A range of online and practical resources were developed, including a laboratory home kit, demonstration videos, online practical technique simulations (produced by Learning Science), data analysis tasks, and interactive workshops and activities, all designed to consolidate student learning and build confidence, in preparation for such a time that on campus practical teaching could resume. The initial feedback received from these activities from both staff and students was extremely positive and the transition from classroom to online teaching was a success, as reflected in student attainment and later student feedback. Students reported that they had a better understanding of what was expected of them, including knowledge of protocols and techniques, and felt much more confident moving into the next stage of their learning development. Even though the practical laboratory sessions were the most significantly affected by the restrictions associated with the pandemic, and resulted in reduced interaction for the students, this was counteracted by virtual sessions and workshops, which gave students the opportunity to engage with each other and communicate their thoughts and opinions, ultimately building key presentation and group working skills.This case study will detail the pivot to remote learning, as well as critically evaluating the feedback from students and discussing the changes that are likely to be retained as longer-term teaching practices, versus those that were a necessary temporary addition or adjustment in response to the pandemic.

The web of plenty: Leveraging the abundance of free, on-demand online forensic content

The move to online instruction forced many educators towards the task of producing recorded content, many for the first time. The result was that many instructors, usually those with limited or no remote-teaching experience, produced 60- to 90-minute audioonly lectures, recorded using Powerpoint or a conferencing platform, and posted them to a Learning Management System (LMS). Instructors more well-versed in online pedagogy or those who utilized instructional design best-practice training, produced video content more in-line with established research, which states that videos should be no longer than 6 to 15 min. Regardless of video length and quality, creating recorded content is time-consuming, resource-intensive, and arduous even for experienced educators.The alternative to self-created content is to mine the wealth of freely available forensic science videos, webinars, and web-based resources already posted to the internet. Prior to the move to remote instruction, some forensic educators integrated YouTube clips into lecture material. Post-pandemic, the quantity, and often quality, of online content has greatly increased. However, on-demand resources are spread widely across the internet. Whilst some repositories of material, such as webinars from individual organizations exist, other sources of content require more intentional searching.Identified content is meaningless unless integrated into a course or module’s learning objectives. Instructors may need to shorten lengthy webinars or edit extraneous material in order to maintain educational best practice. Finally, once content is captured and posted to a course LMS, an instructor must set up an accountability structure to ensure students are viewing and digesting required material. The first half of this paper will outline the types and locations of free, on-demand online forensic materials and resources. As forensic science education looks to the future, the creation and use of web-based resources is likely to increase. The second half of this paper will address what to do once content is identified and how to effectively utilize it within the framework of remote instruction best-practice. Existing content can help the educator work smarter, not harder. The wealth of online forensic resources can help illustrate concepts and add variety to LMS-posted content, leading to a more enriching experience for the student.

Case-Based Instruction in the Forensic Chemistry Classroom: Effects on Students' Motivation and Achievement

Forensic chemistry students need to be motivated and develop critical thinking, problem-solving, and higher-order thinking skills and not just accumulate many facts to be good evidence collectors and investigators in the future. As case-based instruction has been utilized in various fields to this effect, this study aimed to determine the effects of such a method on students' motivation towards forensic chemistry learning and their success in understanding the taught concepts through their achievement scores. A pre-test post-test control group design was employed to involve two forensic chemistry classes with 42 students each, identified through the purposive sampling technique. One class was taught through case-based instruction, while the other through the lecture method. The classes were assigned to experimental and control groups to examine the study's treatment process effects through a coin toss. The t-test for independent samples was used to determine significant differences in students' pre/post-test scores in the treatment and the control group for the motivation and achievement tests. The two groups of respondents exhibited increased motivation and achievement mean scores with significant differences. However, those exposed to case-based instruction had higher mean scores than those taught with the lecture method. Thus, the use of case-based instruction in the forensic chemistry classroom promotes critical thinking, problem-solving, and higher-order thinking skills leading to significant positive changes in the motivation and achievement of students in the course. Therefore, case-based education is recommended as it is expected to make positive contributions to the forensic chemistry teaching process and science education.

Barry Logan, a prominent toxicologist and forensic analytical chemist, kindly spoke with BrJAC about his research into drugs of abuse, the legacy and inspiration for future

Dr Barry Logan is a world leading forensic toxicologist currently serving as Chief Scientist at NMS Labs, and Executive Director at the Center for Forensic Science Research and Education (CSFRE) in Willow Grove, Pennsylvania. He was born and completed his undergraduate and graduate education in Glasgow, Scotland, completed a postdoctoral fellowship at the University of Tennessee in Memphis TN, then served for eighteen years as State Toxicologist for the State of Washington, with an appointment at the University of Washington in Seattle. For nine of those years he also served as Director of the Washington State Crime Laboratory System, which provided services in forensic biology, toxicology, chemistry, document examination, serology, DNA analysis, firearms and crime scene support. In 2008, Logan joined the United States leading forensic toxicology and chemistry reference laboratory - NMS labs - in Pennsylvania to direct their toxicology services. In 2010 he founded the CFSRE and in 2017, established www.NPSDiscovery.org the leading clearing-house for the dissemination of newly emergent drugs in the United States. He has over 150 publications and 600 presentations in forensic toxicology and analytical chemistry, including work on the effects of methamphetamine, cocaine and marijuana on drivers, and drug caused and related death. His recent work has focused on the analytical and interpretive toxicology of novel psychoactive substances (NPS). Dr Logan’s other appointments include Executive Director of the Robert F. Borkenstein course at Indiana University, and academic appointments at Arcadia University, and Thomas Jefferson University in Philadelphia. In recognition of his work and contributions, Dr. Logan has received numerous national and international awards, and in 2013-14 served as President of the American Academy of Forensic Sciences (AAFS). A recent bibliometric analysis of the impact of the world’s forensic scientists, positioned him as the leading contributor to research in the field of forensic toxicology in the United States, and sixth in the world. In the last ten years he has had extensive involvement with forensic scientists in Brazil, hosting graduate students from the Federal University of Rio Grande do Sul, USP, and Campinas University at his laboratory in the United States, and visiting scientists from the Federal Police and State Crime Laboratories. He has presented multiple times at Interforensics, ENQFor, and Brazilian Academy of Forensic Sciences meetings. The CSFRE supports participation of young scientists from Brazil in the AAFS meeting and a reciprocal opportunity for young US scientists to attend Interforensics.

Assessing the state of forensic support to criminal investigations in Ghana: A case study in the Greater Accra Region

The study assessed the state of forensic support to criminal investigations by measuring public awareness, knowledge and perception of forensic science in Ghana. A simple random technique was employed to elicit information from 200 consented respondents in selected neighbourhoods in Accra through face to face interviews, questionnaire responses, and random phone calls. The study identified forensic science education as a key challenge among others in the forensic sector. The state of forensics support to criminal investigations in Ghana was rated on the scale of good (10.5%), bad (81.5%) and very bad (8%) indicating that forensic science in Ghana has “gone dark”. The study’s findings call for respective stakeholders and policymakers of Ghana to prioritize forensic support to criminal investigations to promote safety, security, and sustainable economic development.

Another brick in the wall: An exploratory analysis of digital forensics programs in the United States

We present a comprehensive review of digital forensics programs offered by universities across the United States (U.S.). While numerous studies on digital forensics standards and curriculum exist, few, if any, have examined digital forensics courses offered across the nation. Since digital forensics courses vary from university to university, online course catalogs for academic institutions were evaluated to curate a dataset. Universities were selected based on online searches, similar to those that would be made by prospective students. Ninety-seven (n = 97) degree programs in the U.S. were evaluated. Overall, results showed that advanced technical courses are missing from curricula. We conclude that most degree programs evaluated offer legal/cyber law & ethics, investigative processes, and lab & forensic operations courses. The courses offered the least were memory forensics, Internet of Things (IoT) forensics, and program & software forensics. The data shows that some universities with the Forensic Science Education Programs Accreditation Commission (FEPAC) accreditation are lacking instruction in timely digital forensics topics such as memory forensics (0%), hardware security (0%), program & software forensics (0%), and ethical hacking (0%). Investigative processes (100%), network forensics (100%), lab & forensic operations (100%), and a senior design/capstone project (100%) are offered at all FEPAC accredited universities in digital forensics and digital evidence. Undergraduate degree programs with the National Centers of Digital Forensics Academic Excellence (CDFAE) designation had over a 50% offering rate for 11 out of the 22 courses we evaluated. However, memory forensics (0%) and IoT forensics (12.5%) were largely underrepresented. Our work provides an overview of the current state of digital forensics programs and discusses the importance of these courses to educate the next digital forensics workforce.

Judges and forensic science education: A national survey

In criminal cases, forensic science reports and expert testimony play an increasingly important role in adjudication. More states now follow a federal reliability standard, which calls upon judges to assess the reliability and validity of scientific evidence. Little is known about how judges view their own background in forensic scientific evidence, and what types of specialized training they receive on it. In this study, we surveyed 164 judges from 39 different U.S. states, who attended past trainings at the National Judicial College. We asked these judges about their background in forensic science, their views concerning the reliability of common forensic disciplines, and their needs to better evaluate forensic science evidence. We discovered that judges held views regarding the scientific support for different forensic science disciplines that were fairly consistent with available literature; their error rate estimates were more supported by research than many estimates by laypersons, who often assume forensic methods are nearly infallible. We did not find any association between how judges rate forensic reliability and prior training. We did, however, find that training corresponded with judges’ views that they should, and do in fact, take on a more active gatekeeping role regarding forensics. Regarding the tools judges need to vet forensic experts and properly evaluate forensic science evidence, they reported having very different backgrounds in relevant scientific concepts and having forensic science education needs. Judges reported needs in accessing better material concerning reliability of forensic science methods. These results support new efforts to expand scientific evidence education in the judiciary.

A new systematic approach of teaching and learning of forensic science for interdisciplinary students: A step towards renovating the forensic education system

The new pedagogical approach of teaching and learning provides better deliverables by the teachers and better understanding and student engagement. In this order, a course was designed on Forensic Science for undergrad students from interdisciplinary background. Six pedagogies were used in this course with the aim to develop creativity, critical and logical thinking, practical learning, social accountability and research aptitude among the students. The main reasons for selecting these students were to avoid influencing the learning outcome due to their prior knowledge and observing the actual impact of the pedagogical learning. The suggested approach may be helpful in reducing the theoretical and practical gap in forensic science education. Besides, this teaching and learning approach may open a new avenue of forensic research and may result in a paradigm shift.

Forensic opinion in questioned document based on scientific techniques

The present trend in forensic science education and research is emphasized towards quality research in order to standardized methods and techniques to solve such critical cases. Document examiners always play an important role in criminal justice system, however many at times they always encountered with number of random questions which really do not relate with the actual matter, and they also are forced to give answer. So in order to produce the scientific evidence which is better referred to as forensic evidence. The role of forensic document examiner while giving any opinion becomes more important as they produce detailed scientific evidence supported with scientific principles and methodology, presented to convince the court in favour of justice. Keywords: Forensic Examination, Criminal Justice System, credibility.

Virtual reality for teaching and learning in crime scene investigation

Simulated crime scene investigation is an essential component of forensic science education, but its implementation is costly and poses challenges to accessibility; offering personal investigations in higher education scenarios is often impossible. Virtual reality (VR) is an emerging technology which offers exciting prospects for teaching and learning, especially for imparting practical skills. We document here a multidisciplinary experimental study in which a bespoke VR crime scene app was designed and implemented, after which it was tested by both undergraduate student and staff/postgraduate student cohorts. Through both qualitative and quantitative analyses, we demonstrate that VR applications support learning of practical crime scene processing skills. VR-based practical sessions have the potential to add value to forensic science courses, through offering cost-effective practical experience, the ability to work in isolation and in a variety of different scenarios. Both user groups reported high levels of satisfaction with using the app and reports of adverse effects (motion sickness) were minimal. With reference to user feedback, we proceed to evaluate the scalability and development challenges associated with large-scale implementation of VR as an adjunct to forensic science education.