Quality Management in Forensic Science: A Closer Inspection

Quality Management in Forensic Science: A Closer Inspection

Authors and Affiliations

  • Wim Neuteboom - Netherlands Forensic Institute (Retired), The Hague, Netherlands
  • Alastair Ross - Academic Programs, Victorian Institute of Forensic Medicine, Australia
  • Lyndal Bugeja - Department of Forensic Medicine, Monash University, Australia
  • Sheila Willis - Leverhulme Research Centre for Forensic Science, University of Dundee, Scotland, United Kingdom
  • Claude Roux - Centre for Forensic Science, University of Technology, Sydney, Australia
  • Kevin Lothridge - Global Forensic and Justice Centre, Florida International University, United States

Article Information

Keywords
  • Quality management
  • Fit for purpose
  • Competences
  • Education & training
Abstract
  • An international survey explored benefits and limitations of accreditation to ISO17025 in forensic science.
  • Focus on improving quality management reflecting the end-to-end process complexities.
  • The survey addressed:
    • Fitness for purpose
    • Competences
    • Education & training
  • Concerns noted include:
    • Lack of depth/reach of ISO17025 and ISO17020 standards
    • Insufficient agreement on forensic science definitions
    • Recognition issues surrounding crime scene investigation
    • Insufficient monitoring/assessment of cognitive competences
    • Accreditation incentives being intrinsic rather than customer-driven.

1. Introduction

  • The rise of forensic science in the 1970s-1980s faced criticism due to miscarriages of justice linked to forensic evidence.
  • Lack of specific standards led to push for systematic quality management.
  • Adoption of ISO17025 seen as a solution, yet many forensic practices may challenge its suitability.
  • ISO17025 has become prevalent yet questions about its fitness for purpose continue.

2. Aims of Study

  1. Assess fitness for purpose of ISO17025 and ISO17020 as a quality management model for forensic laboratories.
  2. Evaluate practical and cognitive competencies among forensic scientists.
  3. Identify education & training requirements for forensic professionals.
2.1. Introduction of ISO17025 (2017)
  • Updates included: greater flexibility in manuals and objectives, and a section on risk-based thinking.
  • Recent publications have continued discussions on forensic standards and the evolving needs of forensic science.

3. Material and Method

3.1. Study Design
  • Cross-sectional survey conducted among forensic science lab directors and senior managers, with ethical approval from Monash University.
3.2. Participants and Recruitment
  • Participants needed to be proficient in English; recruited via email through IFSA and respective forensic networks.
  • 129 participants responded; 32 excluded due to incomplete responses.
3.3. Survey Instrument Development
  • Developed by international forensic experts; included sociodemographics, fit for purpose, competences, and education & training sections.
  • Pilot tested for clarity and validity.
3.4. Data Collection and Analysis
  • Descriptive statistical analysis via Microsoft Excel to report on survey responses and key findings.

4. Results and Discussion

4.1. Participant Response and Characteristics
  • 97 responses included in analysis; 52 from Europe (highest responsiveness).
  • Age distribution indicated 47.4% aged 50-64, with many having over 10 years of experience.
4.2. Fitness for Purpose
  • ISO17025 was not specifically designed for forensic science, leading to questions about its applicability.
  • The core element in forensic science, the trace, varies, making findings based on it uncertain.
  • A lack of consensus on the definition of forensic science was evidenced, complicating quality management.
What is Forensic Science?
  • Lack of agreement on its definition has implications for quality management and accreditation.
  • 50.5% of respondents felt crime scene investigation does not fall under forensic science.
Research in Forensic Science
  • Majority claim engagement in research (71.1%), but the effectiveness of lab systems in facilitating this is uncertain.
Accreditation in Forensic Science
  • Only 32.1% of Crime Scene Investigation labs accredited to ISO17025, indicating low validation practice.
  • Accreditation driven by internal factors rather than customer demands.
4.3. Competence Assessment
  • ISO17025 requires documented competence for forensic activities but lacks clarity on core competencies.
  • Identified practical competences included technical knowledge and analytical skills.
Core Practical and Cognitive Competences
  • Essential practical competences identified: specialist knowledge, science training, analytical skills.
  • Critical cognitive competences included: critical thinking, logic, and reasoning though defined areas showed lower emphasis.
4.4. Education and Training
  • Forensic education remains uneven globally; many professionals hired from non-forensic backgrounds.
  • Continuing education methods mentioned were varied, but funding and recognition for these opportunities were lacking.

5. Conclusions

5.1. Fitness for Purpose
  • Unclear definitions of forensic science complicate quality management; need for an umbrella view that aligns with practice.
  • ISO17025’s focus may not extend adequately to other forensic domains like CSI.
5.2. Competence
  • Core competences are broadly understood but documentation and assessment processes for cognitive competences require urgent attention.
5.3. Education and Training
  • Recognition of continuous professional development must improve to ensure the integrity of forensic service delivery is maintained globally.

CRediT Authors

  • Contributions noted by each author regarding the conceptualization, methodology, and drafting of the article.