Teaching forensic pathology to undergraduates at Zhongshan School of Medicine

Abstract

Producing qualified forensic pathological practitioners is a common difficulty around the world. In China, forensic pathology is one of the required major subspecialties for undergraduates majoring in forensic medicine, in contrast to forensic education in Western countries where forensic pathology is often optional. The enduring predicament is that the professional qualities and abilities of forensic students from different institutions vary due to the lack of an efficient forensic pedagogical model. The purpose of this article is to describe the new pedagogical model of forensic pathology at Zhongshan School of Medicine, Sun Yat-sen University, which is characterised by: (a) imparting a broad view of forensic pathology and basic knowledge of duties and tasks in future careers to students; (b) educating students in primary skills on legal and medical issues, as well as advanced forensic pathological techniques; (c) providing students with resources to broaden their professional minds, and opportunities to improve their professional qualities and abilities; and (d) mentoring students on occupational preparation and further forensic education. In the past few years, this model has resulted in numerous notable forensic students accomplishing achievements in forensic practice and forensic scientific research. We therefore expect this pedagogical model to establish the foundation for forensic pathological education and other subspecialties of forensic medicine in China and abroad.

FINAL YEAR MEDICAL STUDENTS’ KNOWLEDGE, ATTITUDE AND PRACTICE OF MEDICO-LEGAL PROBLEMS: A CROSS SECTIONAL STUDY AT IBN SINA NATIONAL COLLEGE IN JEDDAH

“…17 This is in contrast to forensic education based on British models, in which medical undergraduates are supposed to receive lectures and tutorials in forensic pathology and then take an examination during their third or fourth years, where the forensic pathology curriculum is most likely elective for those students interested in forensic practice. 18 One model of forensic education 19 was characterized by a broad overview of forensic pathology and basic knowledge of the practice. It included primary skills of legal and medical issues, advanced forensic pathological techniques; resources, and opportunities to improve students' professional qualities and abilities; and proper mentoring of students.…”

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

“… 22 Optional teaching modules (‘Student Selected Components’) have been described also, 23 and curricula for students destined to become specialists in forensic pathology or clinical forensic medicine have been detailed. 24 , 25 The ‘protection of the vulnerable’ course remains unique in its focus on the application of forensic medicine and pathology to safeguarding the vulnerable, and an integration of multi-disciplinary expertise.…”