Interview written and condensed by Dr. Kelly Elkins, Towson University

We were interested in training for a few reasons. First, new graduates of forensic programs reported long training periods of up to two years even after completing Masters degrees in Forensic Science. We wanted to understand the content and coverage the forensic laboratories are seeking and are assigning in training to help streamline the process. Long training programs have unintended ramifications for trainees and laboratories. University modules and courses should closely align to the content and terminology needed in testimony and sample analysis experience needed in the laboratory. Appropriate focus will alleviate the need for the laboratory to redo or retrain everything graduates learned in a course.

Secondly, students attend college and university for myriad reasons but one of the most common reasons students study forensic science is to get a job in a forensic science laboratory where they seek to make a difference. After four or six years (or more) of postsecondary education, students want to finally be able to make a difference and contribute to casework testing such as rape kit testing. They do not want to be hired and told it will be two more years of study and waiting to finally contribute to the efforts to make our communities safer. Additionally, forensic laboratory directors also want new hires to progress in training because they have backlogs and cases to test. Better understanding academic and laboratory capabilities and needs will allow better alignment of curriculum and laboratory training activities and hopefully reduce the time new hires spend in training.

Numerous training resources are used especially Dr. John Butler’s books, Advanced Topics in Forensic DNA Typing: Methodology, Advanced Topics in Forensic DNA Typing: Interpretation, and Fundamentals of DNA Typing, but also Forensic DNA Typing. Other frequently used resources include training manuals, SOPs, quality assurance documents, journal articles, books by other authors especially for statistics and probabilistic genotyping, manufacturer’s manuals, ANSI/ASB standards, SWGDAM documents, OJP training resources and the NRC report.

New hires are expected to know the theory and literature in their respective sections of the laboratory either prior to hire or following study and training. Most new hires need to additionally study and this is where readings are so important. Each laboratory has its own policies and procedures; new analysts need to learn these so shadowing is essential. One to one training is provided to new analysts in training. This is effective as trainees are provided individualized instruction and immediate feedback to develop and perfect their skills. To become a qualified analyst, each new hire must progress through hands-on practice, documented training samples and competency testing.

We heard this from many respondents and interviewees. Trainees could be included in routine weekly freezer and instrument checks, software updates, validation of new instruments and tools, and troubleshooting errors and problems in testing that are noted or arise. Shadowing these activities will give the trainees insight into the decision making, steps and documentation that laboratory staff perform when troubleshooting as well as who they call for instrument maintenance authorizations and repairs. The challenge is taking trainees away from scheduled training tasks and new analysts away from casework. Incidents and issues that arise and warrant troubleshooting occur with little warning or regard to schedules.

Frequent quizzes, cumulative oral exams, and final written assessments are all useful tools for gauging a trainee’s content knowledge and ability to explain concepts. Mock case sample processing and testimony best simulate the tasks and roles of the forensic scientist and readiness for casework.

The laboratory training and work assignment structure varies significantly depending on the laboratory structure. A forensic scientist may have many titles and roles including Forensic Scientist, Analyst, Technical Lead, Unit Supervisor, and Training Coordinator. Having a training coordinator is a best practice. The training coordinator creates or compiles and updates the training curriculum and reading list, reporting forms, practice and competency samples, conducts training modules, and monitors training daily activities and progress. The training coordinator writes and administers assessments including quizzes, examinations, oral examinations, and mock case testing and court testimony. As needed, the training coordinator will create a retraining plan and experiences. Training coordinators ensure that trainees have specific training activities each work day which makes training progress more efficiently.

The training program needs to be organized with checklists and the trainees need to be self-directed and ask for help when they need it. Many laboratories are willing to share their training materials and reading lists with other laboratories developing their training programs. Scheduling a weekly check-in with mentees is another best practice.