Forensic epistemology: testing the reasoning skills of crime scene experts

Learning Clinical Reasoning in Forensic Medicine: A Scoping Review

Background

This scoping review aimed to explore the existing literature on teaching clinical reasoning in the field of forensic medicine.

Methods

The scoping review was conducted following the PRISMA extension for scoping reviews.

Results

The initial search yielded a total of 98 articles, of which 40 studies met the inclusion criteria. Case-based learning enhances critical thinking, particularly in forensic domains like chemistry and medicine. Simulation-based learning, using tools such as virtual reality, improves practical skills, crucial in crime scene investigation. Problem-based learning fosters critical thinking and teamwork, proving successful in crime scene investigation and forensic speech science. Addressing persistent challenges like cognitive biases, the study recommends incorporating debiasing strategies and clinical reasoning theories into forensic science training programs.

Conclusion

The heterogeneity of assessment methods and educational outcomes limits the ability to draw definitive conclusions regarding the effectiveness of specific teaching strategies. Integrating a combination of the three methods can create a comprehensive and effective curriculum, catering to diverse learning preferences in forensic science education.

Forensic epistemology: A need for research and pedagogy

This is the third in a series of articles reporting on forensic epistemology. Our first two research articles presented scientific results that are based in experimental design; including quantitative and qualitative responses from forensic science practitioners to scenarios and evidence. Based on a synthesis of this research there is evidence of a knowledge gap in formal reasoning for some forensic practitioners, and a limited understanding of case-specific research. Combining these results with a review of the current literature in the field of forensic reasoning, we now offer evidence of teaching and research strategies that can help increase the epistemic status (Confidence in, and justification of knowledge) of forensic science claims. This paper focuses on an integrated narrative review using hermeneutic methods of analysis to identify: (i) the epistemic state of forensic science; (ii) strategies to increase of knowledge; (iii) the need for collaboration between practitioners and academics; and, (iv) areas for future research.