The main objective is that students understand the complexity of managing the scene of a crime. This implicating to become a forensic investigator with the presence of the police on the scene; the search and documentation of biological samples, photographs, sketches and diagrams of the scene; Final evaluation of the evidence and establishment of the custodian chain and preparation of the formats for the information of the investigation.
“Students should take the opportunity to self-evaluate to try to prove their priorities in order to resolve a specific issue.”
During the intensive training that students receive also participate in simulations, interview medical professionals who participate in forensic autopsies and conduct visits to various government agencies to understand the processes involved in a formal investigation. The evaluation of CSI-LAB’s employees is underway in the preparation of resolution videos of forensic medicine networks, with a proposal and evaluation of viability. The evaluating professors will be experts in various fields and the perception of the students will be excellent.
This experience gives many lessons for both students and professors. Students should consider the opportunity to self-evaluate to try their proofs of priorities to resolve a specific issue. For the professor to involve a new form of transmission of the consent through the analysis of the law, new forms of collaborative and multidisciplinary work, in addition to holding a new role as co-investigator for the resolution of the law. The mayor will need to pay attention to the preparation of the professors to develop the tools and techniques for learning a new modality.
The implementation of a new educational model implies a drastic change in the way of teaching and learning. The educational model Tec21 of the Monterrey Technological Institute revolutionizes the form of teaching in the world. Developing new capabilities requires a transition from the present auditorium to an inertial, rich and authentic educational entity in the real world. The Tec21 model consists of four basic pillars:
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Flexibility (donde and cuándo learn).
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Inspiring professors (updates and experts on digital products).
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Vivencia unforgettable (educational integrals).
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Apprenticeship Basado in Retos (Challenge-based learning, CBL).
This story was published by the group Dra. Eraña-Rojas in one of the magazines of mayor impacto del area: MEDICAL EDUCATION (a review Q1) in the exclusive section: REALLY GOOD THINGS (3), lo posteriorly dio pie to expand the investigation and the conclusions as well as also publish a more extended version in the global leader review of forensic medicine: JOURNAL OF FORENSIC AND LEGAL MEDICINE (V1; 4). The resonance and impact of these publications are significant in the top ten international citations by groups in Germany, China and England in just one year of its publication, based on the SCOPUS index data base.
This experience shows that CSI-LAB is a proposition of didactic excellence in medical education that is an essential platform for the implementation of the Tec21 model.
Acerca de los autores
Irma E. Eraña-Rojas ([email protected]) is Cirujana Medicine with specialty in Pathological Anatomy cursing the Society in Health Professions: Accreditation and Assessment (FAIMER), Associate Fellow for the Association for Medical Education in Europe (AMEE). Professor of Pathology and Director of Carrera de Médico Cirujano del Tecnológico de Monterrey-campus Monterrey.
Mildred Vanessa López Cabrera ([email protected]) is the Directorate of Innovation and Educational Investigation of the School of Medicine and Health of Health. She has a PhD in Educational Innovation, Fellow of the FAIMER Institute (Foundation for the Advancement of International Medical Education and Research) y la Pontificia Universidad Católica de Chile.
Elena Ríos Barrientos ([email protected]) is Médico Cirujano (ITESM), Specialization in Forensic Medicine (IPN), subspecialty and criminal anthropology. Instructor in Clinical Simulation by the CMS-Harvard-Hospital Virtuele Valdecilla. Professor and National Director of Clinical Simulation. Diez years of experience in Clinical Simulation.
Jorge Membrillo Hernández ([email protected]) is Professor of Biotechnology, Monterrey Technology, Campus City of Mexico. Postdoctoral Fellow: Harvard Medical School. Ph.D Biotechnology: King’s College London. BSc. Biomedical Investigation: UNAM. The interests of Dr. Jorge Membrillo is the implementation of courses based on the Tec21 model using the didactic technique of Challenge-based learning (Learn Basado and Retos)
References
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Monterrey Technological Educational Innovation Observatory. Appendices based on retos. Monterrey: Available at: http://observatorio.itesm.mx/edutrendsabr/.
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Jones RM (2017). Knowledge of medicine: development of undergraduate forensic medicine and pathology education. J. Forensic bone. Med. 52: 245–251. https://doi.org/10.1016/j.jflm.2017.10.006.
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Eraña-Rojas, IE, López-Cabrera, MV, Ríos-Barrientos, E., Membrillo-Hernández, J. (2019). A context-rich educational experience through crime scene analysis. Medical education really good: lessons learned through innovation in medical education. 53: 1138-1139. https: // doi: 10.1111 / medu.13989
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Eraña-Rojas, IE, López-Cabrera, MV, Ríos-Barrientos, E., Membrillo-Hernández, J. (2019). A challenge-based learning experience in forensic medicine. J. Forensic bone. Med. 68: 1-5. https://doi.org/10.1016/j.jflm.2019.101873
Edition by Rubí Román ([email protected]) – Educational Innovation Observatory