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A challenge based learning experience in forensic medicine.

Irma Elisa Eraña-Rojas1, Mildred Vanessa López Cabrera2, Elena Ríos Barrientos2

  • 1Tecnologico de Monterrey, Escuela de Medicina y Ciencias de la Salud, Ave. Morones Prieto 3000, Monterrey, NL, 64710, Mexico; Writing Labs, Tec Labs, Tecnologico de Monterrey, Vice-rectory of Research and Technology Transfer (Vicerrectoría de Investigación y Transferencia de Tecnología), Ave. Eugenio Garza Sada 2501, Monterrey, 64849, NL, Mexico.

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|October 19, 2019
PubMed
Summary

A Crime Scene Investigation (CSI) Lab using Challenge-Based Learning improved medical and health students' forensic science knowledge. The innovative approach enhanced interdisciplinary understanding and practical skills in authentic settings.

Keywords:
Challenge-based-learningCompetenciesEducational innovationForensic scienceMultidisciplinary

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Area of Science:

  • Forensic Science Education
  • Medical and Health Professions Training
  • Interdisciplinary Learning

Background:

  • Medical and health professionals require foundational forensic science knowledge, yet current curricula offer limited practical exposure.
  • Traditional forensic science education often focuses on fundamental procedures, neglecting the integration of interdisciplinary skills needed for real-world investigations.

Purpose of the Study:

  • To evaluate an innovative educational experience, the Crime Scene Investigation (CSI) Lab, designed to enhance forensic science training for students in medicine and health-related fields.
  • To assess the impact of Challenge-Based Learning (CBL) on students' understanding, skills, and perspectives regarding forensic science investigations.

Main Methods:

  • A week-long Crime Scene Investigation (CSI) Lab was implemented using Challenge-Based Learning (CBL).
  • 33 students from medicine, law, and marketing participated in multidisciplinary teams, engaging with experts from the State Institute for Forensic Sciences.
  • Learning involved authentic settings, analyzing specific forensic investigation processes.

Main Results:

  • 80% of student teams demonstrated excellent approaches to problem-solving, justification, and feasibility.
  • 60% of teams successfully met the specific requirements of the forensic investigation challenge.
  • Student feedback indicated high acceptance, with 88.9% broadening perspectives, 73.1% valuing the activities, and 92.6% recognizing the importance of interventional areas in legal-medicine investigations.

Conclusions:

  • Context-rich, active learning experiences like the CSI Lab are highly accepted by students and effectively enhance their understanding of forensic science.
  • Interdisciplinary collaboration within educational programs is crucial for motivating students to address complex societal challenges.
  • Curriculum design should prioritize interactive and interdisciplinary approaches to better prepare future professionals in forensic sciences.