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Restorative Justice Practices as a Foundation for Medical Education Innovation.

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Restorative justice (RJ) community-building circles in medical education fostered peer connection and mutual understanding. These interventions are feasible and show promise for enhancing student support and collaboration.

Keywords:
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Area of Science:

  • Medical Education
  • Social Sciences
  • Psychology

Background:

  • Restorative justice (RJ) offers an ethical framework emphasizing community, accountability, and communication.
  • RJ practices range from proactive community-building to reactive interventions for specific harms.
  • This study explored implementing RJ community-building in a medical education setting.

Purpose of the Study:

  • To describe and evaluate the acceptability and feasibility of a restorative justice (RJ) intervention in medical education.
  • To assess the impact of RJ community-building circles on student perceptions of connection and understanding.

Main Methods:

  • RJ community-building circles were implemented in small group activities for medical, physician-assistant, and undergraduate students.
  • Facilitator training was provided to support the intervention.
  • Mixed methods, including pre- and post-intervention surveys and qualitative interviews, were used for evaluation.

Main Results:

  • Participant surveys indicated increased feelings of connection and mutual understanding.
  • Qualitative analysis highlighted that RJ circles promoted community, vulnerability, and peer support.
  • A desire to continue these restorative justice practices was expressed by participants.

Conclusions:

  • Restorative justice interventions are feasible within medical education environments.
  • RJ practices show promise for enhancing peer connection and support among students.
  • Participants valued the increased sense of community and support derived from the RJ circles.