The anthropocentric nature of forensic sciences has been changing continuously over the years and this process is continuing today. Due to its universality and multilateral implementation, and the fragmented nature of forensic epistemology, the information provided by forensic genetics can play a pivotal role in forensic science. At the same time, the link between forensic genetics and non-human forensic biological evidence has become unquestionable. It may highlight the modern requirements of forensic science, and this connection is also able to provide useful and sufficient examples for developmental processes in wildlife forensics. Obviously, the local formations, organizations, and operations of wildlife forensics can be different worldwide, but the detection and punishment of wildlife-related criminal behavior, as well as the prevention of further crimes, play a relevant role in these processes everywhere.

Genetic testing is ubiquitous in the field of medicine and is often ordered or requested by primary care providers, non-genetics subspecialists, and patients themselves. Other studies have shown that providers are often not comfortable ordering genetic testing. There have been initiatives to teach these concepts via continuing medical education; however, there is not a standardized training program for teaching resident physicians about genetic testing. A biochemical genetics laboratory rotation is required for multiple genetics training programs. Traditionally, this rotation has been observational with experience being dependent upon cases released and availability of laboratory director(s), resulting in inconsistent learning opportunities. This curriculum was created to standardize the learning experience.

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With Regards

Afranna
Journal Coordinator
Global Journal of Research and Review