Getting to the core of medicine: Developing undergraduate forensic medicine and pathology teaching

Jones, Richard M.

doi:10.1016/j.jflm.2017.10.006

Cited by 11 publications

(12 citation statements)

References 26 publications

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“…[7] However, teaching and learning of CFM in the undergraduate medical curriculum has been declining, which has resulted in deficient handling of medicolegal cases by doctors. [8,9] In this study, CSDs claim that more teaching/training opportunities are required in the undergraduate medical curriculum to improve medical graduates' knowledge of CFM. Furthermore, CSDs indicated that training should be made more practical and meaningful by exposing students to real-life cases.…”

Section: Discussionmentioning

confidence: 99%

Improving the knowledge of clinical forensic medicine among medical graduates: Perspectives of community-service doctors

Fouché

Bezuidenhout

Adefuye

2019

AJHPE

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Since the beginning of mankind there has been a need for clinical forensic medical services: 'Cain overpowered Abel and killed him' (Genesis 4:8, New International Version Bible). Clinical forensic medicine (CFM) applies knowledge from all specialties of medicine for the administration of justice in courts of law, [1,2] thereby acting as a link between medical practice and the law. Because all practising physicians, regardless of specialty, are often required to evaluate CFM cases, increasing scrutiny by the judicial system demands that medical graduates/students undergo satisfactory training in CFM and are informed regarding the consequences of their practices, not only on health, but also in the legal, social and economic domains, as the consequences relate to the rights and quality of life of their patients. [3] We previously demonstrated that some community service doctors (CSDs) lack the required competence to assess and document medicolegal findings relating to rape/sexual assault, [4] inebriated drivers, [5] and common physical assault. [6] These findings revealed a consequential gap in the cognisance and adeptness of medical graduates regarding the practice of clinical forensics, and the necessity for a revised curriculum for CFM to address the inadequacies of undergraduate medical training programmes. We present the perspectives of the abovementioned CSDs on how knowledge of medical graduates of CFM can be improved. Methods This research was designed as a descriptive study that made use of a questionnaire survey to gather qualitative data from 150 CSDs. Instrument Data were collected using a structured, self-administered questionnaire distributed electronically to participants via the EvaSys electronic survey system (Electric Paper, Germany). It comprised open-ended questions that allowed participants to suggest how medical graduates' knowledge of CFM can be increased.

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Section: Discussionmentioning

confidence: 99%

Improving the knowledge of clinical forensic medicine among medical graduates: Perspectives of community-service doctors

Fouché

Bezuidenhout

Adefuye

2019

AJHPE

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“…Guided by past student feedback, and the ILOs constructed for the course, 1 technological solutions were explored for facilitating student engagement with course learning materials: videoconferencing platforms for synchronous and asynchronous discussions (mainly Microsoft (MS) Teams https://www.microsoft.com/en-gb/microsoft-teams/group-chat-software and Zoom https://zoom.us/ ); screen-casting platforms and MS PowerPoint for creating videos of didactic presentations; e-learning software (Xerte https://xerte.org.uk/index.php/en/ ); online digital curation platforms for supporting resource materials (such as Wakelet https://wakelet.com/ ); online polling platforms (e.g. Mentimeter https://www.mentimeter.com/ ); and online ‘debating sites’ (e.g.…”

Section: The Impact Of the Covid-19 Pandemic On Preparations For The 2020 ‘Protection Of The Vulnerable’ Coursementioning

confidence: 99%

“…Free text comments were silent as to why the language of trauma-related resources were perceived to be so useful, but it is possible that such reflects a previously noted tendency 1 for students to prefer the biomedical model of medicine over ethical and legal issues relevant to the wider context of the ‘protection of the vulnerable’ course.…”

Section: How Was the Online Course Received By Students?mentioning

confidence: 99%

“…The development of this week-long ‘protection of the vulnerable’ course has previously been described in detail, 1 including the educational philosophy, ‘guiding principles’ and Intended Learning Outcomes (ILOs) that informed it. Student feedback was sought after the first iteration, culminating in a focus group-based action research project the results of which led to a significant re-design of the course.…”

Section: Introductionmentioning

confidence: 99%

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Online teaching of forensic medicine and pathology during the COVID-19 pandemic: A course evaluation

Jones

2021

Journal of Forensic and Legal Medicine

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As the COVID-19 pandemic progressed in early 2020, social distancing rules and ‘lockdowns’ brought face-to-face teaching in universities in the UK, and globally, to a halt, leading to an abrupt move to online teaching and learning. This article details student feedback to a course on applied forensic medicine and pathology – framed as ‘safeguarding vulnerable patients’ – which was adapted for delivery online in response to restrictions imposed by the pandemic. That feedback indicated that the adapted online course was well-received and, overall, it compared favourably with pervious iterations of the blended learning course, which had included a substantial face-to-face teaching component. Students remained engaged with the teaching, and they continued to see the relevance of forensic medicine to their future clinical practice.

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“…As a result of such clear support from the General Medical Council, we are at last beginning to see the re-emergence of undergraduate teaching in forensic and legal medicine, particularly in the form of student selective component modules which are offered as an option to undergraduates, within the curriculum. 7,8…”

mentioning

confidence: 99%

Education and training in forensic medicine in United Kingdom: Fit for purpose?

Vanezis

2021

Med Sci Law

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Getting to the core of medicine: Developing undergraduate forensic medicine and pathology teaching

Cited by 11 publications

References 26 publications

Improving the knowledge of clinical forensic medicine among medical graduates: Perspectives of community-service doctors

Improving the knowledge of clinical forensic medicine among medical graduates: Perspectives of community-service doctors

Online teaching of forensic medicine and pathology during the COVID-19 pandemic: A course evaluation

Education and training in forensic medicine in United Kingdom: Fit for purpose?

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