PHR Toolkits
Physicians for Human Rights Tools & Resources
Skip to content
  • Home
  • Toolkits
    • Asylum and Detention
    • Essential Medicines
    • Health & Human Rights Education
    • Health Access in Massachusetts
    • International Forensic Investigation Course
    • Istanbul Protocol Model Medical Curriculum
    • Medical Neutrality Protection Act
    • Medical Professionalism
    • Student Chapter Toolkit
  • Categories
    • Subjects
    • Issues
    • Uses
  • Downloads & Materials
    • Campaign Specific
    • Forms & Letters
    • Letterhead & Stationery
    • Logos & Graphics
    • Model Curriculum
    • Posters & Stickers
    • Slideshows & Media
    • General/Other
  • Resources & Links
    • Physicians for Human Rights
    • National Student Program
    • Articles
    • Books
    • Reports
    • Social Media
    • Networks, Groups & Forums
    • Online Tools
    • Important Organizations
    • Blogs of Interest
    • Relevant Websites
  • PHR
  • Contact
Summary of Content
Module 1: International Legal Standards (Overview)
Toolkits > Istanbul Protocol Model Medical Curriculum > Introduction > How to Use These Educational Resources

How to Use These Educational Resources

Printable Page Printable Page

Teaching Formats

Each Module includes a summary of Objectives, Content, Discussion Questions, Teaching Formats, and Primary References. This information can be applied to several different teaching formats including:

Didactic Lectures

Instructors with limited course time (i.e. 10-12 hours) may prefer to use a lecture format, in which case, PPT presentations can be used as the primary tool for knowledge transfer. The Discussion Questions contained in each module may be used for subsequent class participation. Though the practical applications in Modules 3 (interview analysis), 6 (clinical impressions of Psychological Evaluations) 7 and 8 (medical evaluations of Case Examples) and 9 (mock court proceedings) were designed primarily as group activites, PPT presentions for these Modules can be used as case demonstrations for the entire class.

Self-Assessment quizzes are available for each Module and instructors may use these as the basis for knowledge assessments. Suggestions for individual research or assignments are included in each Module and may be used for knowledge assessments. Another option would be to ask students to keep a journal and make entries throughout the course. Suggestions for journal entries are included in the Teaching Format section at the beginning of each Module. They should consist of several paragraphs (no more than a page) that are shared only with the instructor or with the entire class. Reflections in student journals could be a formal or an informal tool to assess student progress.

Seminars

Seminars are an ideal teaching format as they provide more time for student interactions and for practical applications and group activities that are suggested for each Module. In the seminar format, it would be advisable for the students to read the content of each module in advance of attending class. PPT Presentations are not as useful as they are redundant with the content of the Modules. Seminar classes may be structured to address the Discussion Questions listed for each of the Module or to work on a Group Activity. Suggestions for group activities are also included in each Module. The process for group activities is as follows:

  • Divide theclass into several groups and assign each group with one or more tasks
  • A facilitator should be identified to moderate the discussion and rapporteur should be identified to record the group’s findings and report them when the class reconvenes
  • After 20-30 minutes of group discussion, the entire class should reconvene
  • Rapporteurs should briefly report on their group’s findings
  • Open class discussion

Knowledge assessment may be based on participation and performance in seminar discussions and group activities. Student also may be required to submit their written reports for Modules 7 and 8. Another option would be to ask students to make journal entries throughout the course as described above. The Self-Assessment quizzes would likely not be used in the seminar format.

Student Groups

Health professional students may initiate their own course if instructors are not available and/or there is no time alloted for such electives in the students’ curriculum A seminar format would be advisable for such student groups, but any combination of the teaching formats could be applied for such purposes.

Individual Students

Individual students may access the Model Curriculum online and take the course at their own pace. This would be a very effective way of learning how to document torture and ill-treatment when there are no courses/instructors/student groups available. While individual, self-programmed studies may be convenient for students, the practical applications component of the Model curriculum would be limited.

Individual students should focus on the Modules rather than PPT Presentations. They should read through the Discussion Questions and give them careful consideration. The Self-Assessment quizzes for each Module would be useful for students to assess their progress. They also may consider keeping a journal as described above.

National Adaptation of the Model Curriculum

Torture practises vary, to some extent, in different regions of the world, as do national legal standards, and the extent of human rights monitoring and documentation of such practises. A systematic, country-specific review of legal standards and torture practises is beyond the scope of this Curriculum. It is highly recommended that instructors and students research and include relevant country-specific materials for effective national adaptation of the modules contained in this curriculum.

The Prevention through Documentation Project has included 10 target countries (Georgia, Mexico, Morocco, Sri Lanka Uganda, Ecuador, Egypt, Kenya, the Philippines, and Serbia). Country assessment reports by the IRCT are availabe (see: http://www.irct.org/Target-countries-2709.aspx [1]) and may serve as a model for national adaptation efforts. A series of national adaptation resources have been developed to relate generic, international materials to local settings (see: http://www.irct.org/Purpose—principles-2715.aspx [2] or contact the IRCT for additional information)

Guest Speakers

It is highly recommended for Model Curriculum instructors to contact local treatment centers for survivors of torture, and/or other experienced clincians or providers who may be available to participate in the the Model Curriculum course, especially in supervising the practise interviews for the cases included in Modules 7 and 8.

Quelle

  • [1] http://www.irct.org/Target-countries-2709.aspx
  • [2] http://www.irct.org/Purpose---principles-2715.aspx
Summary of Content
Module 1: International Legal Standards (Overview)
Printable Page Printable Page
  • Search

  • Istanbul Protocol Model Medical Curriculum

    • Preface
      • Copyright and Acknowledgements
      • Resources
      • Glossary
    • Introduction
      • Curriculum Materials
      • Summary of Content
      • How to Use These Educational Resources
    • Module 1: International Legal Standards (Overview)
      • Torture
        • What is Torture
        • Purpose of Torture
        • History of Torture
        • Other Definitions
        • Cruel Inhuman & Degrading Treatment & Punishment (CID)
        • Prohibition of Torture in International Law
        • The United Nations Convention Against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment 1984
        • Torture in the World Today
        • Country-Specific Legal Standards and Torture Practices
        • The Perpetrators
        • Common Situations for Torture Allegations
        • Where Does Torture and Ill-treatment Occur?
        • Obligation to Investigate and Bring Justice
        • Formal Inspection of Detention Facilities
        • Official Complaints to Human Rights Bodies and Other Organizations
        • Recently Released Detainees
        • NGO Information Gathering
        • Late Allegations
      • Prevention and Accountability
        • Prevention
        • Accountability
        • Reparation
      • International Supervisory Machinery and Complaints Procedures
        • The Human Rights Committee
        • The UN Committee against Torture
        • Regional Mechanisms
        • Other monitoring mechanisms
        • The UN Special Rapporteur on Torture and other Cruel, Inhuman and Degrading Treatment or Punishment
        • International criminal courts and tribunals
        • The International Committee of the Red Cross (ICRC)
      • Safeguards Against Torture for Those Deprived of Their Liberty
        • Notifying people of their rights
        • Use of officially recognized places of detention and the maintenance of effective custody records
        • Avoiding incommunicado detention
        • Humane conditions of detention
        • Limits on interrogation
        • Access to a lawyer and respect for the functions of a lawyer
        • Access to a doctor
        • The right to challenge the lawfulness of detention
        • Safeguards for special categories of detainees
      • Module 1 Presentation: International Legal Standards
      • Self-Assessment and Quiz
        • Module 1 Answers
    • Module 2: Istanbul Protocol Standards for Medical Documentation of Torture and Medical Ethics
      • The Istanbul Protocol
        • About the Istanbul Protocol
        • Brief History
        • International Recognition of the Istanbul Protocol
      • An Overview of the Istanbul Protocol
        • Legal Investigation of Torture
        • General Considerations for Interviews
        • Physical Evidence of Torture
        • Psychological Evidence of Torture
        • Interpretation of Findings and Referrals
        • Misuse of the Istanbul Protocol
        • Procedural Safeguards for Detainees
      • Medical Ethics
        • Introduction
        • Duties of the health professional
        • International Codes
        • Ethical rules directly prohibiting involvement in torture
        • Primary loyalty to the patient
        • Dual Obligations
        • The treatment of prisoners and detainees
        • Issues surrounding examinations of individuals in the presence of security forces
        • Abusive medical treatment
        • Consent and confidentiality
        • Security
        • Involvement of other health professionals in torture
        • Seeking further information and support
        • Country-specific legal responsibilities of health professionals for forensic documentation of torture and ill-treatment
      • General Guidelines for Gathering Evidence and Documenting Findings
        • The aims and goals of investigation
        • Multidisciplinary approach to documentation
        • Role of the health professional in the team
        • Role of the lawyer in the team
        • Role of the NGO member in the team
        • Role of judges and prosecutors
      • Documenting the allegations
        • The aim of medical documentation
        • Types of evidence
        • Medical evidence
        • Gathering of evidence
        • Essential information
        • Quality of information
        • Comparing records
      • Module 2 Presentation: Istanbul Protocol Standards for Medical Documentation of Torture and Medical Ethics
      • Self-Assessment and Quiz
        • Module 2 Answers
    • Module 3: Interview Considerations
      • Preliminary Considerations
        • Purpose of Medical Evaluations
        • Interview Settings
        • Trust
        • Informed Consent
        • Confidentiality
        • Privacy
        • Empathy
        • Objectivity
        • Safety and Security
        • Procedural Safeguards for Detainees
        • Risk of Re-traumatisation
        • Gender Considerations
        • Interviewing Children
        • Cultural and Religious Awareness
        • Working with Interpreters
        • Transference and Counter-Transference Reactions
      • Conducting Interviews
        • Types of questions
        • Cognitive Techniques
        • Summarising and clarifying
        • Difficulties Recalling and Recounting
        • Assessing Inconsistencies
      • Interview Content
        • Identification and Introduction
        • Psychosocial History (Pre-Arrest)
        • Past Medical History
        • Summary of Detention(s) and Abuse
        • Circumstances of Detention(s)
        • Prison/Detention Place Conditions
        • Allegations of Torture and Ill-treatment
        • Review of Symptoms
        • Psychosocial History (post-arrest)
        • Assessments of Physical and Psychological Evidence
        • Physical Examination
        • Closing
        • Indications for Referral
      • Module 3 Presentation: Interview Considerations
      • Self-Assessment and Quiz
        • Module 3 Answers
    • Module 4: Torture Methods and their Medical Consequences
      • Introduction
      • Torture Methods
        • Beatings/Falanga
        • Ear Trauma
        • Eye Trauma
        • Restraint, Shackling and Positional Torture
        • Suspension
        • Crushing and Stretching Injuries
        • Burning
        • Electrical injuries
        • Asphyxiation
        • Violent Shaking
        • Sexual Assault
        • Sexual Humiliation
        • Prolonged Isolation and Sensory Deprivation
        • Sleep Deprivation
        • Temperature Manipulation
        • Sensory Bombardment
        • Threats of Harm
      • Psychological Consequences of Torture
        • Introduction
        • The Paradox of Psychological Consequences of Torture
        • The Psychological Consequences of Torture
        • Social, Political and Cultural Context
        • Risk factors for Trauma and Torture-Related Disorders
        • Psychological Symptoms
      • Module 4 Presentation: Torture Methods and their Medical Consequences
      • Self-Assessment and Quiz
        • Module 4 Answers
    • Module 5: Physical Evidence of Torture and Ill-Treatment
      • Physical Evidence of Torture
        • Medical history
      • The Physical Examination
        • Dermatologic Evaluation
        • Head and Neck
        • Chest and Abdomen
        • Musculoskeletal System
      • Neurological Examination
        • Head Trauma and Post-traumatic Epilepsy
        • Nerve Damage
      • Examination of Women
        • Examination Following a Recent Assault
        • Examination After the Immediate Phase
        • Follow-up
        • Genital Examination of Women
      • Genital Examination of Men
      • Perianal Examination
      • Medical Photography
        • Assessment for Referral
      • Diagnostic Tests
      • Module 5 Presentation: Physical Evidence of Torture and Ill-Treatment
      • Self-Assessment and Quiz
        • Module 5 Answers
    • Module 6: Psychological Evidence of Torture and Ill-Treatment
      • The Central Role of the Psychological Evaluation
        • Conducting the Psychological Evaluation
        • Psychological Findings and Diagnostic Considerations
        • Components of the Psychological/Psychiatric Evaluation
      • Children and Torture
        • Introduction
        • Developmental Considerations
        • Clinical Considerations
        • Role of the Family
      • Apendix I: Sample Psychological Evaluations
        • Psychological Evaluation #1
        • Psychological Evaluation #2
      • Apendix II: ICD-10
      • Module 6 Presentation: Psychological Evidence of Torture and Ill-Treatment
      • Self-Assessment and Quiz
        • Module 6 Answers
    • Module 7: Case Example #01
      • Introduction
      • Preliminary Considerations
      • Materials
      • Module 7 Presentation: Case Example #01
      • Self-Assessment and Quiz
        • Module 7 Answers
    • Module 8: Case Example #02
      • Introduction
      • Preliminary Considerations
      • Materials
      • Module 8 Presentation: Case Example #02
      • Self-Assessment and Quiz
        • Module 8 Answers
    • Module 9: Report Writing and Testifying in Court
      • Written Reports
        • General Considerations
        • Content of Written Reports
        • Conclusions
        • Inconsistencies
      • Providing Testimony in Court
      • Appendix: Court Testimony Guidelines and Maxims
      • Module 9 Presentation: Report Writing and Testifying in Court
      • Self-Assessment and Quiz
        • Module 9 Answers
  • Twitter Flickr Facebook LinkedIn YouTube Change.org
  • Toolkit Administration

    • Register
    • Log in
  • PHR Links

    • Physicians for Human Rights
    • About PHR
    • Blog
    • Press Room
    • Library
    • Student Program
    • Donate
    • Join
    • Subscribe
    • Take Action
    • Contact
  • RSS Press Releases

    • New Map Depicts 412 Acts of Pandemic-related Violence and Threats to Health Workers and Services around the World in 2020
    • Biden Administration Must Provide Redress for Survivors, Accountability for Perpetrators of Family Separation Policy: PHR
    • More Than 220 U.S. Leaders, Public Health Experts Call for a People’s Vaccine
    • Survey of Health Workers at Well-Resourced U.S. Facilities Reveals Protective Equipment Shortages, Workplace Retaliation, Lack of Guidelines During Early Months of COVID-19 Pandemic
    • Dr. Ashish Jha and Susan Blaustein, Renowned Public Health and Human Rights Experts, Join PHR’s Board of Directors
  • RSS Blog

    • New Map Depicts 412 Acts of Pandemic-related Violence and Threats to Health Workers and Services around the World in 2020
    • Biden Administration Must Provide Redress for Survivors, Accountability for Perpetrators of Family Separation Policy: PHR
    • More Than 220 U.S. Leaders, Public Health Experts Call for a People’s Vaccine
    • Survey of Health Workers at Well-Resourced U.S. Facilities Reveals Protective Equipment Shortages, Workplace Retaliation, Lack of Guidelines During Early Months of COVID-19 Pandemic
    • Dr. Ashish Jha and Susan Blaustein, Renowned Public Health and Human Rights Experts, Join PHR’s Board of Directors
  • RSS In the News

    • New Map Depicts 412 Acts of Pandemic-related Violence and Threats to Health Workers and Services around the World in 2020
    • Biden Administration Must Provide Redress for Survivors, Accountability for Perpetrators of Family Separation Policy: PHR
    • More Than 220 U.S. Leaders, Public Health Experts Call for a People’s Vaccine
    • Survey of Health Workers at Well-Resourced U.S. Facilities Reveals Protective Equipment Shortages, Workplace Retaliation, Lack of Guidelines During Early Months of COVID-19 Pandemic
    • Dr. Ashish Jha and Susan Blaustein, Renowned Public Health and Human Rights Experts, Join PHR’s Board of Directors

Physicians for Human Rights, 2 Arrow Street, Suite 301, Cambridge, MA 02138  |  Tel 617.301.4200  |  Fax 617.301.4250
© Physicians for Human Rights (PHR) 2010