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    Penetrating two stab to the throat, survival time and physical mobility: a suicide case and literature review
    (Int Assoc Law & Forensic Sciences, 2023) Celik, Cemil; Cetinkaya, Tuba Akkus; Ata, Ugur; Kamalak, Murat; Saka, Naile Esra
    BackgroundIt is difficult to pinpoint the manner of death in cases of death due to sharp force injuries where injury patterns resemble one another. Other issues that might arise include physical mobility and survival time after injury. Within the scope of this case, a 53-year-old male suicide with findings suggestive of homicide is presented, along with research on the nature of sharp neck injuries, survival time, and movement after injury.Case presentationThanks to the surveillance camera video that captured a significant portion of the occurrence, it was determined that the incident in the case that was presented, which had two perforations of the larynx, was suicide. At first appearance, this case could be assumed to be homicidal. Due to the injury, the victim could only walk around 300-350 m. The victim had a 4-h average survival time.ConclusionsIn general terms, the survival time according to the injury sites in the neck can be listed for a person (if the wound sizes are close to each other) as follows: injury causing vagal stimulation < arterial injury with severe blood loss < venous injury with blood loss < airway injury causing aspiration and respiratory failure.
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    Relationship between forensic medicine education, stress factors, and mobbing perception from the perspective of specialists in Turkey's universities
    (Elsevier Sci Ltd, 2024) Celik, Cemil; Ata, Ugur; Kamalak, Murat; Saka, Naile Esra
    Introduction: The current situation needs to be presented with scientific data to ensure and improve the quality of specialist training. This study examined the quality of education, instructor competence, stress factors, mobbing, and their interconnections in the domain of forensic medicine specialty education in Turkey. Materials and methods: This cross-sectional study was conducted through an anonymous, web-based survey targeting forensic medicine specialists who have completed their specialist training in university forensic medicine departments within the last three years. The survey consisted of questions regarding issues included in the core education curriculum, educator characteristics, and perceptions of stress and mobbing. Based on the responses provided, the relationships between these factors were statistically analysed. Results: 72.7 % of the study population completed the survey. Nearly half of the participants (46.3 %) did not consider the number of instructors adequate. The quality of instructors (scientific competence, educational and teaching skills, interpersonal relations, accessibility, management, and problem-solving abilities) was determined to be partially sufficient (mean = 3.36). Approximately one-third of the respondents indicated that instructors made the greatest contribution to their specialist training, whereas the proportion of those who said otherwise was much higher. Education received for topics included in the core curriculum was partially sufficient level (mean = 3.04). It was observed that there was a significant relationship between the instructor characteristics, sufficiency score of the taught topics, and perception of mobbing (p < 0.01). The sufficiency scores of instructor characteristics had a 1.02-fold impact on sufficiency ratings of the topics covered in residency training. Among the respondents, 76.9 % reported encountering stress factors during their specialty training, with the most frequently exposed stress factor (52.2 %) being disorganisation within the training program. Among the participants, 22.8 % reported experiencing mobbing. Conclusions: Education and instructor qualifications were correlated; however, stress factors and mobbing adversely affected education. A close association was observed between education, instructors, stressors, and mobbing. Thus independent and objective auditors tasked with verifying whether institutions meet the established educational standards need to be established.