RemoteForensicCSI: Enriching teaching, training and learning through networking and timely CPD.

Rachel S Bolton-King, Leisa J Nichols-Drew, Ian J Turner

Abstract read

In one paragraph

Article in Science & justice : journal of the Forensic Science Society, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it

0cells of the map it votes in

1citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

Special Issue: The future of teaching, training and learning in forensic and crime sciences.Science & justice : journal of the Forensic Science Society · 2022
Article

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Rachel S Bolton-KingDepartment of Society, Crime & Environment, School of Justice, Security & Sustainability, Staffordshire University, Stoke-on-Trent ST4 2DF, UK.

Leisa J Nichols-DrewForensic Science Department, Leicester School of Pharmacy, Faculty of Health and Life Science, De Montfort University, Leicester, UK.

Ian J TurnerProvost, Learning & Teaching: Student Performance, University of Derby, Kedleston Road, DE21 1GB, UK. Electronic address: I.turner@derby.ac.uk.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

The COVID-19 pandemic brought about rapid, transformational change to pedagogic practice on a global scale. During this time, educators across all levels needed to significantly broaden and upskill their digital skills and competence to instantaneously turn face-2-face content into remote, online provision, particularly during periods of national lockdown. Whilst there was significant e-content available in some subject domains, there were limited e-resources available to those working within the criminal justice sector. The #RemoteForensicCSI network was established in attempts to fill this gap and support both practitioner and learner transition within further and higher education and industry. This article evaluates the value and impact that the #RemoteForensicCSI initiative had on the personal development of network participants, their peers and learners, whilst considering, reflecting on and recommending how remote delivery may influence the future of teaching, training and learning within education and the wider criminal justice sector.

Indexed as

COVID-19PandemicsCommunicable Disease ControlHumansLearningContinuous professional developmentCourtCOVID-19 pandemicCrime sceneCriminal justiceForensicKnowledge exchangeNetworkingPolicing

Identifiers

PMID36400498

DOI10.1016/j.scijus.2022.01.004

PMCPMC9664622

What OpenQuestion holds

Textmetadata

Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.