Forensic science education and training : a tool-kit for lecturers and practitioner trainers PDF
Preview Forensic science education and training : a tool-kit for lecturers and practitioner trainers
ForensicScienceEducationandTraining Forensic Science Education and Training ATool-kitforLecturersandPractitionerTrainers Editedby AnnaWilliams SchoolofAppliedSciences,UniversityofHuddersfield,UK JohnP.Cassella DepartmentofForensicScienceandCrimeScience,StaffordshireUniversity,UK PeterD.Maskell SchoolofScience,EngineeringandTechnology,AbertayUniversity,UK Thiseditionfirstpublished2017 ©2017JohnWiley&SonsLtd Allrightsreserved.Nopartofthispublicationmaybereproduced,storedinaretrievalsystem,ortransmitted,inanyform orbyanymeans,electronic,mechanical,photocopying,recordingorotherwise,exceptaspermittedbylaw.Adviceonhow toobtainpermissiontoreusematerialfromthistitleisavailableathttp://www.wiley.com/go/permissions. TherightofAnnaWilliams,JohnP.Cassella,andPeterD.Maskelltobeidentifiedastheeditorsofthisworkhasbeen assertedinaccordancewithlaw. 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LibraryofCongressCataloging-in-PublicationData Names:Williams,Anna,(Forensicanthropologist),editor.|Cassella,JohnP.,editor.|Maskell,PeterD. Title:Forensicscienceeducationandtraining:atool-kitforlecturersandpractitionertrainers/editedbyAnnaWilliams, JohnCassella,PeterD.Maskell. Description:Chichester,UK;Hoboken:Wiley,2017.|Includesindex. Identifiers:LCCN2016049894|ISBN9781118689233(hardback)|ISBN9781118689165(AdobePDF)| ISBN9781118689158(epub) Subjects:LCSH:Forensicsciences–Studyandteaching(Higher)–GreatBritain.|BISAC:MEDICAL/ForensicMedicine. Classification:LCCHV8073.F2017|DDC363.25071/141–dc23LCrecordavailableathttps://lccn.loc.gov/2016049894 Coverdesign:Wiley Coverimages:(top)courtesyofKrisThomson;(insetimages)courtesyofJohnP.Cassella Setin10/12ptWarnockProbyAptaraInc.,NewDelhi,India 10 9 8 7 6 5 4 3 2 1 ThisbookisdedicatedtoDaveRogerswhosadlypassedawaybeforethepublication andnevergottoseethefruitsofhisefforts. vii Contents ListofContributors xiii Foreword xv DaveBarclay Acknowledgements xix ForensicScienceEducation–ThePastandthePresentInandOutofthe Classroom 1 JohnP.Cassella,PeterD.Maskell,andAnnaWilliams Introduction 1 ConclusionsandImplicationsforTeachingandPractice 16 References 16 FurtherResources 18 ForensicAnthropologyTeachingPractice 19 AnnaWilliams Introduction 19 PracticalTeachingMethods 20 UseOfHumanSkeletalMaterialForTeachingPurposes 24 AlternativestoHumanSkeletalMaterial 27 TeachingForensicAnthropologyTheory 29 ForensicCasesasTraining 29 AssessmentMethods 30 Post-MortemExaminations 32 Conclusions 35 References 36 FurtherResources 38 ConsiderationsinUsingaCrimeSceneHouseFacilityforTeachingand Learning 39 DavidRogers References 44 TaphonomyFacilitiesasTeachingAids 45 PeterCrossandAnnaWilliams Introduction 45 HistoryofTaphonomicResearchinForensicScience 45 viii Contents TaphonomyResearchFacilities 47 TeachingForensicTaphonomy 48 EstablishmentofaTaphonomyFacilityforTeachingandResearch 50 TheFutureofTaphonomyFacilities 52 Conclusions 52 References 52 ForensicFireInvestigation 57 RichardD.Price Introduction 57 FireandExplosionInvestigationModule 58 FireSceneSimulation 60 Conclusions 69 FutureDevelopments 69 RecommendedResources 70 References 70 FurtherReading 71 DigitalForensicsEducation 73 ChristopherHargreaves Introduction 73 ChallengesinDigitalForensicsEducation 76 OtherDiscussionsinDigitalForensicsEducation 82 Summary 84 References 85 AStrategyforTeachingForensicInvestigationwithLimitedResources 87 JaniceKennedy Introduction 87 HistoricalBackground 87 Methodology 90 Results 94 Analysis 96 Conclusions 97 Acknowledgements 97 Appendix7.A:BudgetInformationforForensicInvestigationScenario 98 Appendix7.B:InformationonTestingAvailableforForensicInvestigation Scenario 99 Appendix7.C:SuggestedScheduleforDeliveryofThisStyleofModule 100 References 101 ImprovingthePhDThroughProvisionofSkillsTrainingforPostgraduate Researchers 103 BenjaminJ.Jones Introduction 103 StudyofStudentPerceptionofTrainingNeeds 105 TrainingCourseAttendanceandUsefulness 106 TrainingCourseDelivery 109 Contents ix Conclusions 113 References 115 EducationalForensicE-gamingasEffectiveLearningEnvironmentsfor HigherEducationStudents 119 JamieK.Pringle,LukeBracegirdle,andJackieA.Potter Introduction 119 Background 120 Methodology 122 Results 126 Discussion 131 Conclusions 133 Acknowledgements 133 Glossary 133 References 134 FurtherResources 136 VirtualAnatomyTeachingAids 137 KrisThomsonandAnnaWilliams Introduction 137 VirtualAnatomyinHealthcareEducation 137 ForensicandVirtualAutopsyImaging 140 AdvancedClinicalandProceduralTraining 141 Conclusions 143 References 145 OnlineTeachingAids 147 Anna-MariaMuller,LukeTaylor,andAnnaWilliams Introduction 147 EmployabilityandTransferrableSkills 148 OnlineLearningManagementSystems 150 Note-takingApps–TheAgeofEvernoteandOneNote 151 ScientificDemonstrationApps 151 WithintheForensicCurriculum 152 PracticalGuidanceforUsingOnlineTools 153 SocialNetworksandForums 155 DecidingWhichTechnologytoUse 156 Conclusions 159 References 159 Simulation,ImmersiveGameplayandVirtualRealitiesinForensicScience Education 163 KarlHarrisonandColleenMorgan Introduction 163 TermsofReference 164 SeriousGames 165 Simulation-basedRealEnvironmentLearninginProfessionalForensic Training 166 x Contents HydraAugmentedReality 167 VirtualReality 168 CrimeScienceInvestigators(CSIs) 172 AugmentedReality 172 AugmentedVirtuality 172 VirtualReality 173 Conclusions 174 References 175 TrainingForensicPractitionersinDNAProfiling 177 SueCarney Introduction 177 PriorKnowledge 177 SettingtheScene:Expectations 178 PreconceptionsandCommonMisconceptions 178 IntroductoryConcepts 179 IntermediateConcepts 182 AdvancedConcepts 186 SpecialistTechniques 189 InTheCourtofAppeal 191 TeachingPrinciples 195 Appendix13.A:LowLevelProfileExamples 197 References 201 TheForensicInvestigationofSexualOffences:PractitionerCourseDesign andDelivery 207 SueCarney Introduction 207 StartingPoints 207 EvidenceTypes 208 TheBodyasaCrimeScene:InformationfromtheForensicMedical Examination 209 SettingtheStrategy 212 InterpretationofFindings 214 WritingtheStatement 216 TrainingtoOtherAudiences 219 Conclusions 220 Appendix14.A:SexualOffenceCaseTrainingScenarios 221 Appendix14.B:TemplatesforUseinStatementWritingExercises 226 References 232 TheUseofHigh-FidelitySimulationsinEmergencyManagementTraining 235 GrahamBraithwaite TheNeedforHighFidelity 235 ScenarioDesign 236 HealthandSafetyConsiderations 237 InitialResponse 241 SiteManagement 242 Contents xi EvidenceCollection 244 MediaManagement 246 TeamManagement 247 WitnessesandInterviewing 248 CoachingTechniques 250 AnalysisandReporting 251 Summary 252 Reference 252 PoliceTrainingintheTwenty-firstCentury 253 MarkRoycroft Introduction 253 TrainingofFuturePoliceDetectives 255 EvaluationofPolicePerformance 257 AvoidingMiscarriagesofJustice 257 MaintainingandDevelopingtheRoleoftheSeniorInvestigatingOfficer (SIO) 258 ExpertWitnesses 260 TheCompartmentalisationofInvestigativeSkills 260 ForensicProvision 261 SilvermanReportontheClosureoftheForensicScienceService 261 EthicalIssues 262 HighVolumeCrime 262 NewInvestigativeChallenges 263 Recommendations 265 Conclusions 266 Glossary 266 References 266 TheDesignandImplementationofMultipleChoiceQuestions(MCQs)in ForensicScienceAssessment 269 ClaireGwinnett IntroductiontoMultipleChoiceQuestions(MCQs) 269 TheBenefitsandLimitationsofMCQUseinForensicScienceAssessment 270 DesigningMCQsforForensicScience 275 IntegratingMCQsintoForensicScienceEducationandAssessment 289 MarkingMethodsforMCQAssessments 294 Conclusions 297 References 297 TheFutureofForensicScienceEducation 301 JohnP.Cassella,AnnaWilliams,andPeterD.Maskell Introduction 301 TheTeachingExerciseFrameworkandtheResearchExerciseFramework 303 AccreditationofForensicScienceProviders 305 AccreditationofAcademicForensicCourses 305 AccreditationofForensicSciencePractitioners 306 EmployersintheNextDecade 307 xii Contents TheFutureofForensicScienceEducationandPractitionerTraining 308 Conclusions 309 References 309 FurtherReading 310 Index 311
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