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Restorative Practices to Address Academic Dishonesty in Physical Therapy Education: A Relational and Developmental
Krista F Van Der Laan1,2,3,4, Theresa Sukal Moulton1,2,3,4, Tobey DeMott Yeates1,2,3,4
1Krista F. Van Der Laan is an assistant professor and the assistant chair of student affairs in the Department of Physical Therapy and Human Movement Sciences, Feinberg School of Medicine, Northwestern University, 645 N Michigan Avenue, Suite 1100, Chicago, IL 606011 (Krista-vanderlaan@northwestern.edu). Please address all correspondence to Krista F. Van Der Laan.
Introduction:
A Doctor of Physical Therapy (DPT) program used Restorative Practices (RP) to address an incidence of widespread academic dishonesty. This study sought to understand the perceptions and experiences of DPT program graduates and faculty involved in the RP process and identify aspects of RP that could and should be moved forward in DPT education.
Review Of The Literature:
Applications of RP can be found in a variety of health care and educational environments, including academic medicine, to address behavior, manage conflict, promote antiracism, and support community building. Academic integrity violations can be addressed with RP; however, no examples are published in the physical therapy literature.
Subjects:
Seven graduates of the DPT program and 9 full-time program faculty members were recruited from 90 graduates and 27 faculty members who participated in the RP process.
Methods:
A qualitative constructivist orientation was adopted. Each participant engaged in a virtual semistructured interview, which was then transcribed. A constant-comparative analysis was used to code and identify themes and subthemes in an iterative manner.
Results:
Three themes, with each having 3 to 4 subthemes, were identified in participants' responses: 1) inputs to circle: RP familiarity, growth over punishment, not about me, and precircle thinking; 2) being in circle: emotional responses, relationships in learning community, and characteristics of circle; and 3) outputs of circle: impact for the future, programmatic growth, not traditional approach, and participation increases appreciation. These themes and subthemes reflected the emotional and relational elements that fostered accountability and reflection for behavioral change.
Discussion And Conclusion:
The use of RP to address an academic integrity violation in a DPT program was the application of a non-punitive, relational, and developmental approach. Circling provided a relational "container" for dealing with challenging emotions, taking accountability, and humanizing the other. RP, including circling, may be an effective method for conflict management, professional behavior development, and promoting relationships in DPT programs.
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