Introduction / Conclusions and Implications for Teaching and Practice / References / Further Resources / Introduction / Practical Teaching Methods / Use Of Human Skeletal Material For Teaching Purposes / Alternatives to Human Skeletal Material / Teaching Forensic Anthropology Theory / Forensic Cases as Training / Assessment Methods / Post-Mortem Examinations / Conclusions / References / Further Resources / References / Introduction / History of Taphonomic Research in Forensic Science / Taphonomy Research Facilities / Teaching Forensic Taphonomy / Establishment of a Taphonomy Facility for Teaching and Research / Future of Taphonomy Facilities / Conclusions / References / Introduction / Fire and Explosion Investigation Module / Fire Scene Simulation / Conclusions / Future Developments / Recommended Resources / References / Further Reading / Introduction / Challenges in Digital Forensics Education / Other Discussions in Digital Forensics Education / Summary / References / Introduction / Historical Background / Methodology / Results / Analysis / Conclusions / Acknowledgements / Appendix 7.A: Budget Information for Forensic Investigation Scenario / Appendix 7.B: Information on Testing Available for Forensic Investigation Scenario / Appendix 7.C: Suggested Schedule for Delivery of This Style of Module / References / Introduction / Study of Student Perception of Training Needs / Training Course Attendance and Usefulness / Training Course Delivery / Conclusions / References / Introduction / Background / Methodology / Results / Discussion / Conclusions / Acknowledgements / Glossary / References / Further Resources

Potter -- Introduction / Virtual Anatomy in Healthcare Education / Forensic and Virtual Autopsy Imaging / Advanced Clinical and Procedural Training / Conclusions / References / Introduction / Employability and Transferrable Skills / Online Learning Management Systems / Note-taking Apps-The Age of Evernote and OneNote / Scientific Demonstration Apps / Within the Forensic Curriculum / Practical Guidance for Using Online Tools / Social Networks and Forums / Deciding Which Technology to Use / Conclusions / References / Introduction / Terms of Reference / Serious Games / Simulation-based Real Environment Learning in Professional Forensic Training / Hydra Augmented Reality / Virtual Reality / Crime Science Investigators (CSIs) / Augmented Reality / Augmented Virtuality / Virtual Reality / Conclusions / References / Introduction / Prior Knowledge / Setting the Scene: Expectations / Preconceptions and Common Misconceptions / Introductory Concepts / Intermediate Concepts / Advanced Concepts / Specialist Techniques / In The Court of Appeal / Teaching Principles / Appendix 13.A: Low Level Profile Examples / References / Introduction / Starting Points / Evidence Types / Body as a Crime Scene: Information from the Forensic Medical Examination / Setting the Strategy / Interpretation of Findings / Writing the Statement / Training to Other Audiences / Conclusions / Appendix 14.A: Sexual Offence Case Training Scenarios / Appendix 14.B: Templates for Use in Statement Writing Exercises / References / Need for High Fidelity / Scenario Design / Health and Safety Considerations / Initial Response / Site Management / Evidence Collection / Media Management / Team Management / Witnesses and Interviewing / Coaching Techniques / Analysis and Reporting / Summary / Reference / Introduction / Training of Future Police Detectives / Evaluation of Police Performance / Avoiding Miscarriages of Justice / Maintaining and Developing the Role of the Senior Investigating Officer (SIO) / Expert Witnesses / Compartmentalisation of Investigative Skills / Forensic Provision / Silverman Report on the Closure of the Forensic Science Service / Ethical Issues / High Volume Crime / New Investigative Challenges / Recommendations / Conclusions / Glossary / References / Introduction to Multiple Choice Questions (MCQs) / Benefits and Limitations of MCQ Use in Forensic Science Assessment / Designing MCQs for Forensic Science / Integrating MCQs into Forensic Science Education and Assessment / Marking Methods for MCQ Assessments / Conclusions / References / Introduction / Teaching Exercise Framework and the Research Exercise Framework / Accreditation of Forensic Science Providers / Accreditation of Academic Forensic Courses / Accreditation of Forensic Science Practitioners / Employers in the Next Decade / Future of Forensic Science Education and Practitioner Training / Conclusions / References / Further Reading