[On the training of specialists for forensic biological departments of forensic medical bureaus]

The author analyses the main activities of the departments of forensic medicine in the Russian Medical Academy of Post-Diploma Education and the Sankt-Peterburg Medical Academy of Post-Diploma Education in the sphere of training and education of biologist experts. Information about the participants of these educational and training programs is presented. Taken together, these data give an idea of the character of post-diploma training of biologist experts and its dynamics during the period from 1950 and 2010. Results of the analysis may be of value for the long-term planning of advanced professional training and upgrading of qualification of the experts for forensic biological departments.

Appraisal by Year Six French medical students of the teaching of forensic medicine and health law

Legal medicine is a cross-sectional specialty in which medico-legal situations very frequently combine with routine medical practice. A total of 132 students in the last year of the second cycle of medical studies (Year 6) replied anonymously and voluntarily to a questionnaire corresponding to the topics in the curriculum for the national ranking examination: law relating to death and the dying, examination of assault victims, medical malpractice liability rules, writing death certificates, respect of medical confidentiality and the principles of medical deontology. The most frequently cited activities of the forensic physician were autopsy (87.9%), writing certificates (75.8%) and consultations with victims of violence (60.6%). Students did not often come into contact with a medico-legal situation during Years 2-6 of medical studies. Assiduity in attending lectures was low. Students preferred the standard textbooks available in specialized bookshops. They were severe in their appraisal of their own competence at the end of the second cycle, and did not feel ready to examine a corpse (95.5%) or to examine victims of assault (92.4%). Knowledge of the law and of the risks of medical practice was felt to be inadequate by 60.5% of students, and of the writing of a medical certificate by 56.8%. Training medical students in this field is a major challenge in view of the limited number of teaching hours and the need to acquire increasingly specialized knowledge. Complementary initiatives appear to be necessary, such as partnership with other clinical specialties which are frequently confronted with medico-legal situations.

[Reform of forensic autopsy in the German Code of Criminal Procedure]

The German Federal Ministry of Justice has presented a proposal to amend Section 87 subs. 2 of the German Code of Criminal Procedure (StPO). In the reasons for the bill, the priority of the institutional forensic medicine is emphasized. While parts of the revised version are appreciated, some changes are considered necessary in order to take the special features of the German states into account.

[Rape and transgression. Forensic medicine and sexual morality in Spain in the 19th century]

The purpose of this paper is to analyse the importance of the contribution of the Spanish forensic medical discourse in the 19th century, and its application in cases of sexual harassment, to legitimize the sexual moral value of the time. For that reason we will analyse the main forensic medicine treaties edited in Spain during this century.

[Comparison of the training schemes of the specialization schools of the public health area: a rational basis for a proposal of a core curriculum for the university training programme contained in article 38 of Legislative Decree (D.Lgs) 81/2008]

A document by the B. Ramazzini College of University Teachers of Occupational Medicine of the Italian Society of Occupational Health and Industrial Hygiene (S.I.M.L.I.I). The aim of this document was to compare the professional competence, training profile and core curricula of the three main specialization courses in the Public Health postgraduate medical area, i.e., Occupational Medicine, Hygiene and Preventive Medicine, and Forensic Medicine, such as contained in the Ministerial Decree (D.M) of 1 August 2005. We set out to identify, using clear and objective criteria, the knowledge and skills that specialists in Hygiene or Forensic Medicine must develop, in accordance with Art. 38 of the new Italian law on safety ahd health at work (D.Lgs 81/2008), in order to be authorized to perform occupational health activities as "Competent Physicians" (CP). The comparison revealed significant differences in structure and content among the three courses. In particular, compared to the course in Occupational Medicine, the courses in Hygiene and in Forensic Medicine both lack clinical training, including diagnostic and therapeutic skills, risk-oriented occupational health activities, biological monitoring, assessment of individual susceptibility, and clinical or instrumental procedures to prevent and detect occupational diseases. Furthermore, the specialization course in Hygiene lacks any training regarding the criteria and methods for assessing the individual worker's fitness for work, while the course in Forensic Medicine lacks any training in occupational risk assessment and management. From this comparison, a list was derived of the education and training debits that specialists in Hygiene or Forensic Medicine should cover (credits) in order to be authorized to perform CP activities as indicated by the new law. A core curriculum is proposed here, based on the corresponding credits, for use as a reference.

Teaching law and medicine on the interdisciplinary cutting edge: assisted reproductive technologies

Interdisciplinary teaching can be a hard sell to the legal academic community. Over almost three decades, I have spoken at conferences on a variety of subjects. When I have presented on this particular topic, however, I have drawn my most meager crowds. Is it because we think interdisciplinary pedagogy is a bad idea, that we are ill-equipped, or that it is generally too difficult to do successfully? After a dozen years of creating and teaching an interdisciplinary course in law and medicine, I confess that it is now my other, law-only courses that I feel I have to justify. Why is an interdisciplinary approach to teaching law the exception rather than the rule?

My path to creating an interdisciplinary course in law and medicine (MedLaw) began indirectly and with impatience at my own teaching of family law. I had been a professor of family law for decades, and I had developed a sophisticated set of simulations that asked students to negotiate a settlement in a marital dissolution case.

Using mock trials to teach students forensic core competencies in marriage and family therapy

This article provides a description of a university-based project that used mock trials to train both practicum-level marriage and family therapy and law students in forensic work, and a qualitative investigation of student experiences with the training. The content of the training focused on American Association for Marriage and Family Therapy (AAMFT) core competencies that relate specifically to the legal aspects of therapy. This article describes the didactic training the students received to prepare for the mock trials, the structure and protocol of the mock trials themselves, and the specific AAMFT core competencies addressed in the project. The results of an analysis of focus group interviews with participating law school (n = 15) and marriage and family therapy (n = 19) students are presented as well as the results of a 36-item Knowledge, Skills, and Comfort Level Questionnaire completed by participating marriage and family therapy students. Participants discussed the value of the training with regard to preparation for mock trial procedures, preparation for testimony, importance of documentation, and cross-discipline collaboration issues. The article concludes with a discussion of how this type of training may be used in developing students' skills with regard to forensic and legal core competencies, and future research directions.

[Modern approach to the development of physician's competence in the field of forensic medicine and forensic medical examination]

A concept of development, maintenance, and improvement of physician's competence in the sphere of forensic medicine and forensic medical examination is suggested taking into consideration the world tendencies of the present time towards the development of higher professional education, problems facing the higher medical education system in this country becoming integrated into the common European educational framework, and changes in the national legal sphere.

[Mariia Antonovna Dal' and the development of the forensic medical service in Leningrad]

This article describes the contribution made by M.A. Dal' to the development of the forensic medical service in Leningrad (presently, Sankt-Peterburg State Health Care Facility "Bureau of Forensic Medical Examination"). The article is published to coincide with the 100th birthday anniversary of one of the most distinguished organizers of forensic medical service in the USSR.

Student perceptions of medico-legal autopsy demonstrations in a student-centred curriculum

OBJECTIVES

Teaching autopsies in undergraduate medicine, although traditionally considered valuable by both educators and students, have been marginalised in modern curricula. This study explored medical students' experiences of the medico-legal autopsy demonstrations which formed part of their training in forensic medicine.

METHODS

In this phenomenological study, qualitative data obtained by interviewing 10 Year 4 medical students from various socio-cultural backgrounds were interpretively examined. One-to-one, semi-structured interviews were tape-recorded and transcribed. The data were thematically organised and then analysed using a theoretical framework of three dimensions of learning, namely, cognitive, emotional and societal.

RESULTS

Students still perceive autopsies as essential even in the context of self-directed learning. They identified a better understanding of anatomy and traumatology as the main cognitive benefits. At an emotional level students felt they had developed a degree of clinical detachment and would be better equipped to deal with issues surrounding death. Although socialisation influenced students' feelings about the autopsy, it did not detract from their appreciation of the educational value of the experience.

CONCLUSIONS

The results support previous findings from both students, prior to curriculum reform, and medical educators who were canvassed for their opinions in relation to a modern curriculum. Besides the obvious cognitive advantages, educators should be mindful of the hidden curriculum that emanates from autopsies because it impacts on the development of professionalism and ethical behaviours of future medical practitioners.

[External and internal post mortem examination according to the german code of criminal procedure (StPO)--review of section 87 StPO with special emphasis on the forensic autopsy]

Section 87 subs. 2 of the German Code of Criminal Procedure stipulates that a forensic or court-ordered autopsy shall be performed by two physicians. One of them must be a "forensic medical officer" (in German "Gerichtsarzt") or the head of a public forensic or pathology institute or a physician of such an institute entrusted with this task and having specialist knowledge of forensic medicine. Recently, it has been suggested to amend Section 87 subs. 2 StPO to the effect that self-employed specialists in forensic medicine can also be entrusted with court-ordered autopsies. The authors object to such privatization of forensic autopsies for legal and factual reasons and recommend to keep the present regulation according to which one of the physicians conducting the autopsy is not only required to have the necessary professional qualification, but must also hold a public position as defined in the law.

Sexual assault response teams' responses to alcohol-using victims

The purpose of this study was to examine sexual assault response team (SART) professionals' understanding of team protocols and procedures for responding to victims who report alcohol intoxication prior to the sexual assault, while highlighting important considerations that factor into medical, criminal justice, and victim advocacy professionals' decision making about responding to victims' alcohol use. Telephone surveys with 79 medical, criminal justice, and victim advocacy professionals involved with each of the three active SARTs in the state were conducted. The results show that most commonly mentioned responses of professionals to a victim's use of alcohol in a hypothetical case were to establish the facts of the case and validate that the victim's intoxication did not excuse the perpetrator's actions. However, professionals largely did not believe that there were systematic responses to victims reporting alcohol use at the time of the sexual assault, and risks associated with substance use or abuse were, for the most part, not addressed during the first response of SARTs to victims. Implications for practice and research are discussed within the context of study limitations.