Teaching Of Forensic Medicine Research Articles

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

This study assesses the need for education in forensic medicine and forensic radiology among radiographers by investigating the perceptions and experiences of Korean radiographers working in medical institutions. A structured questionnaire was administered to participants, collected, and analyzed. The results showed that despite receiving frequent forensic cases, Korean radiographers face difficulties in taking appropriate measures about forensic radiology due to a lack of awareness and knowledge of its forensic aspects. The participants indicated that university education in forensic medicine and forensic radiology is necessary. Therefore, it is imperative to develop and implement policies for forensic education programs to enhance radiographers’ forensic knowledge and capabilities. Universities should conduct courses on forensic radiology and provide continuing education for radiographers working in this field.

Virtual Simulation in Forensic Medicine Education in China

Virtual Simulation is an innovative interactive pedagogical strategy in higher education. This paper analyzes the virtual simulation teaching projects currently underway in forensic medicine education in China. It explores the characteristics, advantages, and limitations of virtual simulation teaching in forensic medicine in China. The first batch of 11 virtual simulation projects are all synthetic designing experiments of over 2 class hours, mainly targeting the undergraduate students in the second year and above. Most projects focus on forensic pathology education. They provide active immersive experiential learning with data-driven teaching and real-time assessment. Further efforts are needed to integrate advanced technologies, diversify teaching content, and promote collaboration and resource sharing.

Exploration and Practice of the "One Combination, Two Highlights, Three Combinations, Four in One" Innovative Talents Training Mode in Forensic Medicine.

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.

SOME ISSUES OF TEACHING FORENSIC MEDICINE

The existing system of studying forensic medicine in higher medical schools in Ukraine is analyzed by the author. Based on their own experience of scientific and practical work, the authors came to the conclusion that this system needs to be adjusted. According to the authors, the adjustment should include a reorientation of the teaching of forensic medicine to students to study the most necessary amount of theoretical material that is necessary for the practical work of a specialist in the field of forensic medicine during investigative actions. The authors propose to consider mastering these practical skills as the main goal of studying forensic medicine at the undergraduate stage.

The Integration of Artificial Intelligence in the Forensic Medicine and its Applications in Medico-Legal Autopsy, Forensic Toxicology, and Disaster Victim Identification

Artificial Intelligence (AI) is revolutionizing various fields of medicine and science. In the realm of forensic medicine, AI is playing an increasingly significant role, not only in enhancing traditional forensic practices but also in improving the teaching of forensic medicine. This article explores the integration of AI in the teaching of forensic medicine and its applications in medico-legal autopsy, forensic toxicology, and disaster victim identification. By examining current AI technologies and their potential impacts, this article sheds light on the future of forensic medicine education and practice, emphasizing the need for continued research and development in this dynamic field.

Undergraduate Education in Forensic Medicine in Germany, Japan, and Korea

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.

Distance teaching of forensic medicine at the department of medical university during the COVID-19 pandemic

The purpose of the work is to share the experience of distance teaching of forensic medicine. Teaching of forensic medicine throughout the history of the department of forensic medicine of the medical faculty of the Pirogov Russian National Research Medical University Research Medical University took place exclusively on the intramural basis. However, the COVID-19 pandemic has made its adjustments and teaching became remote. This situation required adoption of urgent measures to organize a high-quality and continuous process of student's teaching. The measures included preparation and formation of all necessary material equivalent to full-time classes in the electronic format; compilation and development of instructions and algorithms for students and teachers on the cycle and development of uncredited or missed classes in a remote format; creation of groups in instant messengers with students and a teacher; organization of online classes using conferencing applications; recording a full course of lectures (available in students' personal accounts); creation of the possibility of online testing of the level of initial and acquired knowledge of students in two languages (In Russian and English). The experience of conducting classes in remote mode is generally positive, the measures taken have brought training to a qualitatively new level.

Epidemiological Analysis of Drowning Deaths Among Different Groups in Jordan - a Retrospective Study (2015-2019).

Background:According to the World Health Organization (WHO), drowning is globally considered as one of the leading causes of injury related deaths. Defined as the process of experiencing respiratory impairment from submersion in a liquid medium. Drowning is a public health concern in Jordan. This study aimed to investigate drowning incident data from the Forensic Medicine Teaching Centre in the North of Jordan for the purpose of defining high risk groups and circumstances around drowning fatalities which suffered an attention deficit.Objective:The study aims to describe the rate of fatal drowning in North of Jordan and to properly understand the risk factors associated with it.Methods:The present study is retrospective, based on investigating 2808 autopsy reports and selecting only 85 drowning related death reports conducted through a 5 year period (2015-2019) in the Forensic Medicine Teaching Centre which serves Northern Jordan including Irbid, Jarash, Ajloun, and Al-Mafraq. The statistical analysis of fatal drowning cases included the following risk variables: Age, gender, month, year, nationality, address, alcohol and drug consumption.Results:15 variables were consistent and analyzed across the database of this study. The high risk groups and patterns were identified and the majority of fatal drowning cases were related to males (80.4%). Age group from (2 to 27 years of age were included in the high-risk groups with (88.2%) of all cases. Specifically, the age 2 had the highest occurring frequency. While (17.6%) of drowning fatalities occurred in August. Alcohol and drugs had no significant impact on increasing drowning rates. The dominant manner of death among all cases was accidental (95.3%). Fatal drowning rates were decreasing throughout the years of (2015-2019).Conclusion:Defining drowning high risk groups and its epidemiology helps to overcome this preventable cause of death. The current study highlights the necessity for the need of further interventions to be actively fixed into policies and educational programs and emphasize safety precautions during water activities and to improve the dataset collection for better planning of prevention strategies.

Medico-legal Institute: A Need of State

Medico-legal Institute have been in existence for centuries in several countries of the world. The importanceof setting up of Medico-legal Institute in every state of countries, closely associated with medical colleges,for the systematic teaching of forensic medicine, training of specialists, for the investigation of Medicolegalproblems, etc., has been stressed by all the leading medical jurists of the world.The Health Surveyand Development Committee (The Bhore Committee) Government of India, 1946, in their report hadrecommended the starting of Central Medico-legal Institute. Later, Government of India, Ministry ofHealth and Family Welfare constituted a central Medico-legal Advisory Committee in year 1958, whichgave its reportin 1964 and recommendedevery state for establishment of such Medico-legal Institute. Therecommendation has been followed very lightly by establishing the Medico-legal Institute in few states only.Now aday due to advancement of technologies and public awareness, Medico-legal issues are increasingdays by day. It is the demand of the time to take a solid step to solve these cases in legal and scientific ways.Initiatives of establishment of medico-legal institute in every state can be one of the firm milestones for thesettlements of the maximum Medico-legal cases. As Government of India is in the process to establish AllIndia Institute of Medical sciences (AIIMS), in every state in which lands, buildings and manpower hasalready been planned, so up-gradation of Department of Forensic Medicine and Toxicology of every AIIMSto the level of Medico-legal Institute will be an appropriate decision for reduction of monetary investment.

Comparative Study of an Augmented Reality Software Development Kit Suitable for Forensic Medicine Education

In the process of creating an Augmented Reality (AR) system, there are various Augmented Reality Software Development Kits (AR SDK) available for development. Each AR SDK has different features. Therefore, a study has to be performed about which AR SDK is appropriate for implementation. This paper focuses on an AR system for Forensic Medicine education in Thailand, where drowning is one of the main causes of death. With the aim of a comparative study and selection, the AR SDK type suitable for use in creating an AR system for teaching Forensic Medicine is selected. The traditional teaching and learning method was studied. There were general requirements of SDKs which are recognition of objects in both 2D and 3D, recognition stability of immovable and movable markers, and supporting platforms both Android and iOS. It was found that Vuforia is an AR SDK suitable for use in Forensic Medicine education. Studying and comparing the various Vuforia feature types resulted in the image target and model target as appropriate methods for Forensic Medicine education in the case of investigating drowning.

Epidemiological Study of Carbon Monoxide Deaths in North Jordan 2009-2018.

Background: Carbon monoxide (CO) poisoning rate has stayed the same around the globe over the last quarter of a decade. However, the number of people who die compared to the number of people who get poisoned, and the mortality rate has declined dramatically.Objective:The aim of this study was to evaluate the severity of the CO poisoning problem in Jordan and compare it to other countries and to search for any related factors that could affect the death rate.Methods:A retrospective study was conducted in the Forensic Medicine Teaching Centre, Irbid, Jordan for a 10-years period (2009 –2018). 5,725 autopsy reports were assessed, and only 71 CO-related death cases were selected and analyzed based on the following risk factors: age, gender, year and month of death, nationality, address, the settings that the cases occurred in, carboxyhemoglobin saturation (COHb%) and the presence of alcohol and drugs in blood.Results:The rate of deaths due to CO poisoning showed a general decline over the reviewed years. Most victims were males (70.4%). And although the death rate showed an increase with age, the age group between 20-year-old and 39-year-old accounted for 38% of all cases. Most cases happened in the winter months, December, January, and February. 87.1% of the cases occurred at home settings. The average COHb% was 68%±13% and ranged from 12%-83%.Conclusion:Although the incidence is decreasing with time, CO is still a threat that must be dealt with. As all cases in our study were accidental cases and good preventive measures, such as good CO detectors and good air flow in the places that hold devices that could generate CO, and proper education to the public, especially in the colder regions of the country, could prove useful in decreasing the incidence of CO deaths further.

Historical Shifts in China's Forensic Medicine Education and Service Mode Since 1949.

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.

Probleme Dayalı Öğrenimde Adli Tıp Eğitimi: Pamukkale Üniversitesi Örneği

Ülkemizdeki sağlık sistemi ve yasal düzenlemeler sonucunda birinci basamak hekimlerine, adli tıp hizmetleri ile ilişkili çok sayıda sorumluluk yüklenmiş olmakla birlikte mezuniyet öncesi adli tıp eğitiminin yetersizliği nedeniyle hekimlerimizin adli hekimlik görevini en çok korkulan görev olarak nitelendirdikleri bilinen bir gerçektir. Pamukkale Üniversitesi Tıp Fakültesi’nde (PÜTF) yatay ve dikey entegrasyonu sağlanmış, spiral yapılanma gösteren bir eğitim programı uygulanmaktadır. PÜTF’deki adli tıp eğitim programında öğrenciler adli tıp konularıyla birinci sınıftan itibaren karşılaşmaktadırlar. İlk yıllarda temel kavramları öğrenirlerken, 5. sınıfta ise iki haftalık task boyunca aktif öğrenme yöntemlerinin kullanıldığı bir eğitim almaktadırlar. Adli tıp eğitiminde bu şekilde yıllara yayılmış, interaktif yöntemlerin uygulandığı, yapılandırılmış beceri eğitimi etkinliklerinin yer aldığı eğitim programlarının öğrencilerin adli tıp konularına ilgilerini artıracak, çekirdek programda yer alan bilgi, beceri ve tutum kazanma hedeflerine ulaşmalarını sağlayacaktır. Bu çalışmada PÜTF adli tıp eğitim modeli ayrıntılı olarak sunulmuştur.

Опыт дистанционного преподавания судебной медицины в условиях самоизоляции в период пандемии 2020

Despite the more than a century of the existence of the Department of Forensic Medicine Pirogov Russian National Research Medical University, the experience of remote teaching of forensic medicine on it until now was absent. Сenturies, programs of education have changed, but the full-time education of students at the department was constant. Distance learning appeared at the department as a forced measure in self-isolation during the 2020 pandemic.

The beginning of teaching forensic medicine in Russia

Issues related to the beginning of teaching forensic medicine in Russia, the date of foundation of the first department and the emergence of the first professors of forensic medicine are considered. We studied publications on forensic medicine of the 18th-19th centuries, the work of authoritative researchers in the history of medicine of this period. Study methods: systemic, comparative historical, analytical. An original periodization of the formation of the teaching of forensic medicine in Russia is proposed. The first period (since 1707) is the universal period of hospital schools; without isolation of forensic medicine as a separate medical discipline. The second period (from 1765) is the course period; the one of primary university education and hospital schools, or the initial isolation of forensic medicine. The third period (1798-1805) - the departmental period; the one of academic and university education, or the completion of the separation of forensic medicine. The names of the first domestic forensic professors who taught it as a separate medical discipline are established: Francis Keresturi, Johann Conradi, Johann Ringebroig, the first adjunct professors: Gabriel Popov Grigory Sukharev. It was confirmed that the first department of forensic medicine in Russia was the Department of Matter of Medicine and Forensic Medical Science of the St. Petersburg Medical and Surgical Academy, formed in 1798. The first head of the department was Professor Johann Ringebroig.

Lithographic lecture notes. A tool of forensic medicine teaching. Observation on the lessons of Paolo Pellacani (1884-1885), forensic physician at the University of Pavia.

We focus our attention on the use of lithographed lecture notes written by professors, or more often by students, in the teaching of medicine and surgery courses, between the late 19th and early 20th centuries, a period in which, to better understand the phenomena underlying life and death, collaboration between medical professionals and natural science researchers was intense (1). In particular, we analyzed the lithographed lecture notes of Professor Paolo Pellacani at the University of Pavia for the course of legal medicine.(www.actabiomedica.it)

Contribution of Prof. A.P. Gromov to the development of the theory, practice and teaching of forensic medicine. To the 95th anniversary of the birth of Prof. A.P. Gromov

Contribution of Prof. A.P. Gromov to the development of the theory, practice and teaching of forensic medicine. To the 95th anniversary of the birth of Prof. A.P. Gromov

Is the undergraduate forensic medicine teaching adequate to produce an expert medical witness?

Introduction In Sri Lanka, medico-legal work is carried out by specialist and non-specialist government medical practitioners. Therefore, the Forensic Medicine program assumes an important position in the undergraduate medical curriculum. The Objective Structured Practical Examination (OSPE) conducted in the third or fourth year in the undergraduate curriculum of most medical faculties in Sri Lanka is designed to assess practical aspects of key areas in forensic medicine. This study evaluates scores of the OSPE in undergraduates. Methods A selected sample of 515 answer scripts of fourth-year medical students in five consecutive batches from 2009-2013, were evaluated by two authors and the scores analysed. Results The mean scores for injury description were 51.6%, 58% and 59.5% for burns, fractures and basic injuries, respectively. Fifty-seven percent of students demonstrated competence with regard to MLEF and MLR documentation with marked weakness in stating the cause of death. Thirty-eight percent obtained less than 50% for questions related to identification and interpretation of postmortem changes, artefacts, injuries and pathological changes. Thirty-three percent scored less than 50% marks in the medico-legal interpretation of skeletal remains. In the study, more than 50% of students scored more than 80% marks in toxicology. Students obtained an average score of 68% and 51% respectively in the identification of dissecting instruments and dissection techniques. Conclusions The need to strengthen the undergraduate forensic medicine curriculum with close supervision by specialists and training of medical officers prior to engaging in medico-legal work is recommended to prevent gross errors in medicolegal practice.

THE CONTRIBUTION OF THE HONORED PROFESSOR E. O. MUKHIN INTO THE DEVELOPMENT OF NATIONAL FORENSIC MEDICINE (to the 250th anniversary of his birthday)

The paper highlights the contribution of the well-known national scientist, doctor and teacher, honored professor Efrem Osipovich Mukhin (1766-1850) in the development and formation of national forensic medicine of the beginning of the XIX century. The life and creative path of the scientist, his most significant scientific achievements are shown. Being an anatomist, physiologist, surgeon, hygienist, teacher of N. I. Pirogov and I. V Buyal ’skii professor E. O. Mukhin stood at the origins of the creation of the forensic medical service and is known as a forensic medic, who gave most of his life to the teaching of forensic medicine at the Moscow University. Despite the fact that he was born in Ukraine and his initial way of formation was spent there, his fate was closely related with the Moscow University. His doctoral dissertation “On the stimuli acting on a living human body" was devoted to the questions of physiology. E. O. Mukhin performed forensic autopsies of corpses, including carrying out practical classes with students, paid much attention to the external examination of the corpse at the place of incidence, to the rules of formalizing forensic-medical conclusions - the protocols, created a classification of fatal wounds, considered as necessary to differentiate the murder from suicide, referred asphyxiation, drowning, the action of harmful gases, poisoning to the priorities. In the special section E. O. Mukhin singled out the science on poisons and antidotes, which he read in a separate independent course. In his works he paid special attention to questions of age determination, obstetrics and military-medical examination, establishing of self-harm, ability to perform military service. Throughout his life he was engaged in translations of foreign medical literature. In 1835, E. O. Mukhin was awarded with the title of Honored Professor. He died in 1850 in Russia, in the estate of Koltsovo, Smolensk province.

Undergraduate teaching of forensic medicine in Saudi Arabia.

Medico-legal tasks are not exclusive to forensic medical experts -any physician may face medico-legal issues in his career. Hence, the practice of medicine requires education in legal issues. In Saudi Arabia, there are 30 universities with medical colleges, but we do not know how they teach undergraduate forensic medicine and medico-legal issues. The aim of this study was to discover undergraduate training courses in forensic medicine in Saudi universities. We conducted a cross-sectional study involving all colleges of medicine in Saudi Arabia. A structured, self-administered questionnaire containing 13 items relating to the undergraduate forensic medicine course was distributed. Out of a total of 30 universities, 27 universities responded. Of these 27 universities, 16 (59.26%) teach forensic medicine to undergraduate medical students, and 11 (40.74%) do not teach forensic medicine in their undergraduate curriculum. Of the 27 universities that responded, none has a department of forensic medicine. Eleven universities that do not teach forensic medicine have no forensic medicine unit/division or faculty at all. Forensic medicine belongs to the pathology department in 11 universities, while it belongs to different departments in five universities. There is variation in teaching methods, years where the course is taught and length of the course. Practical and morgue visits take place in 7/16 (43.8%) universities, while 9/16 (56.3%) universities only teach the theoretical aspects of forensic medicine. All 16 universities teach forensic medicine only to medical students and do not teach it to students in other colleges such as dentistry and nursing.