American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
Go
American Journal of Educational Research. 2017, 5(2), 138-143
DOI: 10.12691/education-5-2-5
Open AccessArticle

Validation and Application of an Instrument to Assess Attitudes and Difficulties that Forensic Science Students Present during Forensic Practice

Ileana M. Petra Micu1, , Zoraida García Castillo2, Ana M. Sosa Reyes3, Mariana Fouilloux Morales4, Gabriela Hernández Cárdenas4 and Patricia M. Herrera Saint Leu3

1Department of Psychiatry and Mental Health of the Faculty of Medicine of the National Autonomous University of Mexico (UNAM). Av. Universidad 3000, Circuito Escolar s/n, Facultad de Medicina, Edificio "F", Ciudad Universitaria, C.P. 04510, Ciudad de México

2School of Forensic Science of the Faculty of Medicine of the UNAM. Av. Universidad 3000, Circuito de la Investigacipon Científica, Ciudad Universitaria, C.P. 04510, Ciudad de México

3School of Forensic Science of the Faculty of Medicine of the UNAM

4Department of Psychiatry and Mental Health of the Faculty of Medicine of the UNAM

Pub. Date: February 09, 2017

Cite this paper:
Ileana M. Petra Micu, Zoraida García Castillo, Ana M. Sosa Reyes, Mariana Fouilloux Morales, Gabriela Hernández Cárdenas and Patricia M. Herrera Saint Leu. Validation and Application of an Instrument to Assess Attitudes and Difficulties that Forensic Science Students Present during Forensic Practice. American Journal of Educational Research. 2017; 5(2):138-143. doi: 10.12691/education-5-2-5

Abstract

The School of Forensic Science of the Universidad National Autonomous of Mexico was created in 2013. Internationally, no publications were found in which the students respond to experiences posed by certain activities during their forensic practice. A Likert style instrument was developed and was validated with 269 medical students, and subject to analysis of reliability to determine the alpha de Cronbach and Varimax factor analysis, then it was applied 56 forensic science students. Results: an Alpha of.732 and it explained 47.7% of the total variance in six components: motivation, negative reactions, anxiety somatization, perceptions, aversion, and professional profile. Over 70% regarded their practice in a positive way leaving 20 to 30% with doubts and conflicts. Conclusions. While the group under study is small, the results open an important field to explore the personality that these future professionals have and if necessary to offer appropriate help to overcome these problems.

Keywords:
forensic science attitudes reactions students forensic practice dissection

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  Facultad de Medicina, UNAM. Plan de estudios de la licenciatura en Ciencia Forense. The Institution, México, 2013.
 
[2]  Almirall, J.R. and Furton, K.G. “Trends in forensic science education: Expansion and increased accountability”, Anal Bioanal Chem, 376, 1156-1159, 2003.
 
[3]  National Institute of Justice. Education and training in forensic science: A guide for forensic science laboratories, educational institutions, and students, The Institution, Washington, DC, 2004. [Online] Available: https://www.ncjrs.gov/pdffiles1/nij/203099.pdf [Accessed May 26, 2016].
 
[4]  Turner, R.F. Forensic science education: A perspective. In: Davies G, editor, Forensic science. ACS Symposium Series, Vol. 13, American Chemical Society, Washington, DC, 1975, 17.
 
[5]  Outlaw, H.É. and Berry, K. Forensic Chemistry: An introduction to the profession. J Chem Educ, 62 (12), 1043, December 1985.
 
[6]  Borman, S. “Careers in forensic science”, Anal Chem, 54 (3), 449A-450A, 1982.
 
[7]  Collipal, E. and Silva, H. “Study of anatomy in a cadaver and anatomical models: printing of the students”, Int J Morphol, 29 (4), 1181-1185, 2011.
 
[8]  Cahill, K.C. and Ettarh, R.R. “Attitudes to anatomy dissection in an Irish medical school”, Clin Anat, 22, 386-391, 2009.
 
[9]  Montemayor, B.G. “The meaning of the practice of dissection for medical students”, Int J Morphol, 24 (4), 575-580, 2006.
 
[10]  Mulu, A. and Tegabu, D. “Medical students' attitudinal changes towards cadaver dissection: A longitudinal study”, Ethiop J Health Sci, 22 (1), 51-58, 2012.
 
[11]  Jagua, A. and Urrego, D.Z. “Actitudes de los estudiantes colombianos de Medicina hacia la práctica de la disección en Anatomía y su relación con el puntaje en la Escala de Empatía Médica de Jefferson”, Rev Fac Med, 59 (4): 281-307, 2011.
 
[12]  Druce, M. and Johnson, M.H. “Human dissection and attitudes of monodose students to death and bereavement”, Clin Anat, 7 (1), 42-49, 1994.
 
[13]  Bertman, S.L. and Marks, S.C. “Humanities in medical education: Rationale and resources for the dissection laboratory”, Med Educ, 19 (5), 374-381, 1985.
 
[14]  Dinsmore, C.E., Daugherty, S. and Zeitz, H.J. “Student responses to the gross anatomy laboratory in medical curriculum”, Clin Anat, 14 (3), 231-246, 2001.
 
[15]  Leboulanger, N. “First cadaver dissection: Stress, preparation, and emotional experience”, EUR Ann Otorhinolaryngol Head Neck Dis, 128, 175-183, 2011.
 
[16]  Arráez, I.T. and Brown, G. “Anxiety and dissection of the human body: An unsolvable relationship?”, Anat Rec B New Anat, 279B, 16-23, 2004.
 
[17]  Bernhardt, V., Rothkotter, H.J. and Kasten, E. “Psychological stress in first year medical students in response to the dissection of a human corpse”, GMS Zeitschrift für Medizinische Ausbildung, 29 (1), 2012. [Online] Available: www.ncbi.nlm.nih.gov/pmc/articles/PMC3296105/pdf/ZMA-29-12.pdf [Accessed March 4, 2016]
 
[18]  Casado, M.I., Castaño, G. and Arráez, L.A. “Audiovisual material as educational innovation strategy to reduce anxiety response in students of human anatomy”, Adv Health Sci Educ, 17 (3), 431-440, Aug 2012.
 
[19]  Plaisant, O., Courtois, R., Toussaint, P.J., Mendelsohn G.A., John, O.P., Delmas, V. and Moxham, B.J. “Medical students' attitudes toward the anatomy dissection room in relation to personality”, Anat Sci Educ, 4, 305-310, Nov 2011.
 
[20]  Sergentanis, T.N., Papadodima, S.A., Evaggelakos C.I., Mytilinaios, D.G., Goutas, N.D. and Spiliopoulou, C.A. “Students' physical and psychological reactions to forensic dissection: Are there risk factors?” Anat Sci Educ, 28794, 3, 2010.
 
[21]  Miguel, M., Porta, N., Ortiz, J.C., Martínez, A. and Götzens, V. “Human Anatomy: study of the reactions of the students of medicine to the dissection room first”, Educ Med, 10 (2), 105-113, 2007.
 
[22]  Abu-Hijelh, M.F., Hamdi, N.A., Moqattash, S.T., Harris, P.F. and Heseltine, G.F.D. “Attitudes and reactions of Arab medical students to the dissecting room”, Clin Anat, 10, 272-278, 1997.
 
[23]  Bataineh, Z.M., Hijazi, T.A. and Abu-Hijleh, M.F. “Attitudes and reactions of Jordanian medical students to the dissecting room”, Surg Radiol Anat, 28, 416-421, 2006.
 
[24]  Quince, T.A. “Student attitudes toward cadaveric dissection at a UK medical school”, Anat Sci Educ, 4, 200-207, 2011.
 
[25]  Snelling, J., Sahal, A. and Ellis, H. “Attitudes of medical and dental students to dissection”, Clin Anat, 16, 165-172, 2003.
 
[26]  Lamdin, R., Weller, J. and Kerse, N. “Orientation to dissection: Assisting students through the transition”, Clin Anat, 25, 235-240, 2012.