Core Competencies in Forensic Anthropology: A Framework for Education, Training, and Practice

2020 ◽  
Vol 3 (2) ◽  
pp. 75-80
Author(s):  
Natalie Langley ◽  
MariaTeresa Tersigni-Tarrant
Keyword(s):  
Forensic Science ◽  
Forensic Anthropology ◽  
Core Competencies ◽  
The United States ◽  
Education And Training ◽  
Forensic Sciences ◽  
Practice Research ◽  
National Academy Of Sciences ◽  
Forensic Practice ◽  
And Training

Forensic practice, research, and expert testimony has been scrutinized increasingly by the medicolegal system over the last several decades, requiring attention to rigor and triggering reform in the forensic sciences. One hindrance to the forensic science enterprise noted in the National Academy of Sciences report Strengthening Forensic Science in the United States: A Path Forward is fragmentation in education and training among the forensic sciences. It is crucial that practitioners receive appropriate training in their field of expertise and that education programs demonstrate the effectiveness of curricula in producing competent practitioners. This article examines a model for delineating core competencies in forensic anthropology and translating these competencies into measurable activities that characterize the knowledge, skills, and behaviors required of forensic anthropologists. We propose the model used in medical education: core competencies and Entrustable Professional Activities (EPAs). We suggest EPAs that encapsulate the core competencies and allow practitioners to demonstrate that they can be trusted to perform units of professional practice unsupervised. This model emphasizes the abilities to be acquired by trainees, providing education and training programs with a set of guidelines for designing curricula and assessing learners. It also informs certification testing and credentialing in forensic anthropology. In the era of greater accountability, a competency-based model ensures that all board-certified practitioners are competent in all essential domains. The dynamic model also communicates to the medicolegal community and stakeholders the units of work produced by forensic anthropologists and our role in forensic investigations and casework.

scholarly journals 2069

2017 ◽  
Vol 1 (S1) ◽  
pp. 43-44
Author(s):  
Carlton Hornung ◽  
Carolyn Thomas Jones ◽  
Terri Hinkley ◽  
Vicki Ellingrod ◽  
Nancy Calvin-Naylor
Keyword(s):  
Clinical Research ◽  
Data Management ◽  
Core Competencies ◽  
Safety Data ◽  
The United States ◽  
Education And Training ◽  
Development Ethics ◽  
The Impact ◽  
And Training ◽  
Research Professionals

OBJECTIVES/SPECIFIC AIMS: Clinical research in the 21st century will require a well-trained workforce to insure that research protocols yield valid and reliable results. Several organizations have developed lists of core competencies for clinical trial coordinators, administrators, monitors, data management/informaticians, regulatory affairs personnel, and others. While the Clinical Research Appraisal Inventory assesses the self-confidence of physician scientists to be clinical investigators, no such index exists to assess the competence of clinical research professionals who coordinate, monitor, and administer clinical trials. We developed the Competency Index for Clinical Research Professionals (CICRP) as a general index of competency (ie, GCPs) as well as sub-scales to assess competency in the specific domains of Medicines Development; Ethics and Participant Safety; Data Management; and Research Methods. METHODS/STUDY POPULATION: We analyzed data collected by the Joint Task Force on the Harmonization of Core Competencies from a survey of research professionals working in the United States and Canada. Respondents reported how competent they believed themselves to be on 51 clinical research core competencies. Factor analyzes identified 20 core competencies that defined a Competency Index for Clinical Research Professionals—General (CICRP-General, ie, GCPs) and 4 subindices that define specialized research functions: Medicines Development; Ethics and Participant Safety; Data Management; and Research Concepts. RESULTS/ANTICIPATED RESULTS: Factor analysis identified 20 core competencies that defined a Competency Index for Clinical Research Professionals—General (CICRP-General, ie, GCPs) and 4 subindices that define specialized research functions: Medicines Development; Ethics and Participant Safety; Data Management; and Research Concepts. DISCUSSION/SIGNIFICANCE OF IMPACT: These indices can be used to gage an individual’s readiness to perform general as well as more advanced research functions; to assess the education and training needs of research workers; and to evaluate the impact of education and training programs on the competency of research coordinators, monitors, and other clinical research team members.

scholarly journals Beginning with Blood Patterns: Surface material and case information effects on trainee analysts’ judgments

2018 ◽  
Author(s):  
Laura Hugh ◽  
Liam Satchell
Keyword(s):  
Forensic Science ◽  
The United States ◽  
Forensic Sciences ◽  
Surface Material ◽  
National Academy Of Sciences ◽  
The United Kingdom ◽  
Human Interpretation ◽  
The Individual ◽  
Academy Of Sciences ◽  
Blood Pattern Analysis

There is growing concern about human bias and limitations in forensic science practice. The United States National Academy of Sciences has specifically highlighted that forensic sciences “rely on human interpretation of what could be tainted by error” (Edwards and Gotsonis, 2009, p9). An array of literature has shown that particular domains of forensic science, such as fingerprint and DNA matching, are vulnerable to bias and error. Less attention has been paid to the process of blood pattern analysis. In the current study, a sample of 32 trainee blood pattern analysts from the United Kingdom were asked to report the number and type of stains present on six different surfaces. The surfaces were systematically varied in terms of colour and porosity. Further, participants were provided with ‘case information’ to investigate if details about the source of the stains would bias a re-appraisal of the stains. We found that the trainees found the dark, non-porous surfaces particularly challenging when identifying the number of stains present on a surface. The accuracy at detecting the specific types of stain varied more as a function of the individual trainee than the surface material. Case information had no effect on participants reappraising the stains. The results highlight particular materials that may require targeted tutoring for trainee blood pattern analysts.

scholarly journals Domestic and International Perspectives on Financing Adult Education and Training

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 389-390
Author(s):  
Abigail Helsinger ◽  
Oksana Dikhtyar ◽  
Phyllis Cummins ◽  
Nytasia Hicks
Keyword(s):  
Older Adults ◽  
Adult Education ◽  
Adult Learners ◽  
Low Income ◽  
The United States ◽  
Education And Training ◽  
Technological Advancement ◽  
Middle Aged ◽  
Structured Interviews ◽  
And Training

Abstract Adult education and training (AET) over the life-course is necessary to participate in economic, social, and political activities in the time of globalization and technological advancement. However, little research has been done to identify mechanisms to fund AET opportunities among middle-aged and older adults from a comparative international perspective. Our study aimed to identify strategies to finance AET opportunities for middle-aged and older adults through an international lens, to help identify barriers and facilitators in effort to best support adult learners regardless of education background or socioeconomic characteristics. We carried out a descriptive qualitative study to facilitate an in-depth understanding of funding mechanisms available to adult learners in the selected countries, from the perspective of adult education and policy experts. Data were collected using semi-structured interviews with 61 international adult education experts from government agencies, non-governmental organizations, and education institutions. Our informants represented 10 countries including Australia, Canada, Germany, Italy, the Netherlands, Norway, Singapore, Sweden, the United Kingdom, and the United States. Data included at least one in-depth phone or web-based qualitative interview per informant in addition to information gathered from written materials (e.g., peer-reviewed publications and organizational reports). We identified three financing options that arose as themes: government-sponsored funding; employer-sponsored funding; and self-funding. We found that government-sponsored funding is especially important for low-skilled, low-income older adults for whom employer-sponsored or self-funding is not available. Our results have implications for lifelong AET policy changes, such as adaptations of successful AET funding programs across global communities.

scholarly journals From the Court to the Classroom: Judges’ Work in International Judicial Education

2018 ◽  
Author(s):  
Toby S. Goldbach
Keyword(s):  
Rule Of Law ◽  
Skills Training ◽  
The United States ◽  
Education And Training ◽  
The Rule Of Law ◽  
Legal Norms ◽  
Judicial Education ◽  
And Training ◽  
Scholarly Attention ◽  
The Way

49 Cornell International Law Journal 618 (2016).This Article explores international judicial education and training, which are commonly associated with rule of law initiatives and development projects. Judicial education programs address everything from leadership competencies and substantive review of human rights legislation to client service and communication, skills training on docket management software, and alternative dispute resolution. Over the last twenty years, judicial education in support of the rule of law has become big business both in the United States and internationally. The World Bank alone spends approximately U.S. $24 million per year for funded projects primarily attending to improving court performance. And yet, the specifics of judicial education remains unknown in terms of its place in the industry of rule of law initiatives, the number of judges who act as educators, and the mechanisms that secure their participation. This Article focuses on the judges’ experiences; in particular, the judges of the Supreme Court of Israel who were instrumental in establishing the International Organization of Judicial Training.Lawyers, development practitioners, justice experts, and government officials participate in training judges. Less well known is the extent to which judges themselves interact internationally as learners, educators, and directors of training institutes. While much scholarly attention has been paid to finding a global juristocracy in constitutional law, scholars have overlooked the role that judges play in the transnational movement of ideas about court structure, legal procedure, case management, and court administration. Similarly, scholarship examines the way legal norms circulate, the source of institutional change, and the way “transnational legal processes” increase the role of courts within national legal systems. There is little scholarly attention, however, to judges as actors in these transnational processes. This Article situates judicial education and training within the context of judicial functions as an example of judicial involvement in non-caserelated law reform. This Article challenges the instrumental connection between judicial education and the rule of law, arguing that international judicial education became a solution at the same time that the problem— a rule of law deficit— was being identified. This Article also explores whether international judicial education can stand as an instantiation of a global judicial dialogue. Judges have immersed themselves in foreign relations. They are, however, less strategic in pushing their ideological agenda than literature about judges and politics would suggest. This Article argues that judges experience politics as a series of partial connections, which resemble most legal actors’ engagement with the personal and the political.

scholarly journals CDIO Approach in Developing Teacher Training Program to Meet Requirement of the Industrial Revolution 4.0 in Vietnam

2020 ◽  
Vol 15 (18) ◽  
pp. 108
Author(s):  
Nhi Thi Nguyen ◽  
Thanh Van Thai ◽  
Huong Thi Pham ◽  
Giang Chau Thi Nguyen
Keyword(s):  
Teacher Training ◽  
Global Economy ◽  
Industrial Revolution ◽  
Training Programs ◽  
The United States ◽  
Education And Training ◽  
Current Period ◽  
The World ◽  
Teacher Training Programs ◽  
And Training

In the context of the Industrial Revolution 4.0 and integration of the Vietnamese economy into the global economy, Vietnam's education and training has been increasingly developed and increasingly deeply integrated into the world. The development of teacher training programs is considered an urgent issue, a prerequisite to contribute positively to the development of education and training in the country. However, the first period of integration shows that teachers have many limitations in practical skills, soft skills, and foreign languages when working in a modern environment. These limitations are due to many factors; one of the basic factors is that the training programs at teacher training facilities are mainly focused on knowledge towards approaching content. Therefore, the development of training programs in general and teacher training programs in particular in the direction of developing necessary skills that society requires learners to have, in order to work and develop their qualities after graduation, to meet the integration needs in the context of the industrial revolution 4.0 is an important trend in the world and especially for Vietnam in the current period. CDIO stands for words: Conceive, Design, Implement and Operate. It is a solution to improve the quality of training to meet social requirements, on the basis of determining the outcome standards, developing programs and training plans; It is also the idea of universities, technical institutes of the United States and Sweden in the early 90s of the last century with the intention of training students after graduation with full knowledge and skills such as: communication skills, personal skills ... and immediate access to the labor market, meeting the needs of the business. In this article, we focus on the solution to develop teacher training programs under the CDIO approach to meet the requirements of the Industrial Revolution 4.0 in higher education institutions in Vietnam.

Education and Training in Forensic Anthropology

2020 ◽  
Vol 3 (2) ◽  
pp. 65-74
Author(s):  
Nicholas Passalacqua ◽  
Marin Pilloud
Keyword(s):  
Forensic Anthropology ◽  
Working Group ◽  
Education And Training ◽  
Electronic Survey ◽  
Training Requirements ◽  
Adequate Knowledge ◽  
Survey Results ◽  
And Training

The qualifications for a discipline are composed of the education and/or training requirements considered necessary to provide individuals with adequate knowledge to perform discipline-related tasks, including certification or licensing (Passalacqua & Pilloud 2018). Currently there are few available guidelines and no standards for the qualifications of a forensic anthropologist. To examine the qualifications of current practicing forensic anthropologists and to generate consensus-based criteria for the development of standards for qualifications for forensic anthropology, the authors generated an electronic survey. Results demonstrate that the qualifications of practicing forensic anthropologists are varied and do not always align with the qualifications currently outlined by the Scientific Working Group for Forensic Anthropology or the American Board of Forensic Anthropology. These findings do not mean these individuals are unqualified to practice forensic anthropology, but rather that there is currently little oversight or assistance for those individuals who do not fit the current models of perceived qualification, and no means of determining who does or does not have the adequate knowledge to perform forensic anthropological analyses. As forensic anthropology grows as a discipline, the standardization of qualifications will become increasingly important, both in terms of setting requirements for education and training and for the certification of practitioners. Further, there need to be clearer standards for education and training, which are currently lacking in the discipline.

The Development Of Education And Training Systems In The Field Of Nanotechnology

2007 ◽  
Vol 4 (6) ◽  
Author(s):  
Beata Poteralska ◽  
Joanna Zielinska ◽  
Adam Mazurkiewicz
Keyword(s):  
The United States ◽  
Education And Training ◽  
Educational Systems ◽  
Doctoral Studies ◽  
Training Systems ◽  
Postgraduate Studies ◽  
Training Courses ◽  
The University ◽  
Methodological Aspects ◽  
And Training

 The potential and educational possibilities within nanotechnology are presented with regard to the university studies, postgraduate studies, doctoral studies and training courses in the selected countries. Special attention is paid to characteristic educational systems, both with regard to the organizational and methodological aspects related to nanotechnology in the United States, Japan and EU countries. Compared to these countries, the situation in Poland within education and training in the field of nanotechnology is characterised.

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