Journal article
Restorative Justice Practices as a Foundation for Medical Education Innovation
The clinical teacher, Vol.22(1), p.e13852
02/2025
DOI: 10.1111/tct.13852
PMCID: PMC11663732
PMID: 39710517
Appears in UI Libraries Support Open Access
Abstract
Restorative justice (RJ) is an ethical lens that places emphasis on a community's connection and proliferative impact of actions, promoting communication and establishing methods for accountability. RJ practices can be applied on a spectrum, including proactive community-building practices, community discussions in response to an event, and restorative conferences addressing specific incidences of harm. This article describes an intervention that utilized RJ community-building practices within a medical education environment and evaluates its acceptability and feasibility.
During the summer of 2023, RJ interventions were planned, executed and assessed within two programmes involving pre-matriculant medical students, physician-assistant studies students and undergraduate students. The interventions utilized community-building circles within small group activities. Capacity building included training for facilitators. Ninety-five students participated in the RJ circles.
Evaluation included mixed methods pre- and post-intervention surveys as well as qualitative interviews. Ten students (11%) responded to the pre-intervention survey, and 17 responded to the post-intervention survey (18%). Seven responses were obtained from interviews and qualitative surveys. Overall, participant survey responses indicated increased feelings of connection and perceptions of mutual understanding and that the programme provided adequate space to share one's perspective. Qualitative content analysis emphasized community building through RJ circles and their ability to promote connection, meaningful vulnerability, foster peer support and a desire to continue these activities.
RJ interventions within medical education environments are feasible and show considerable promise. Participants consistently noted the benefits of greater connection between peers, feelings of support and a desire for these practices to continue.
Details
- Title: Subtitle
- Restorative Justice Practices as a Foundation for Medical Education Innovation
- Creators
- Christopher L Klasson - University of Iowa, Internal MedicineAmal Shibli-Rahhal - University of Iowa, Endocrinology and MetabolismEric Ortiz - University of Iowa, Internal MedicineAshrita Raghuram - University of Iowa, NeurologyJay Behel - Rush University Medical CenterAda Gregory - Duke UniversityCarrie Bernat - University of IowaNicole S del Castillo - University of Iowa, Psychiatry
- Resource Type
- Journal article
- Publication Details
- The clinical teacher, Vol.22(1), p.e13852
- DOI
- 10.1111/tct.13852
- PMID
- 39710517
- PMCID
- PMC11663732
- NLM abbreviation
- Clin Teach
- ISSN
- 1743-498X
- eISSN
- 1743-498X
- Publisher
- Wiley
- Language
- English
- Date published
- 02/2025
- Academic Unit
- Neurology; Psychiatry; Medicine Administration; Endocrinology and Metabolism; Internal Medicine
- Record Identifier
- 9984769993002771
Metrics
60 Record Views