Restorative Justice Practices in Medical Education
Author Information
Author(s): Christopher L. Klasson, Amal Shibli‐Rahhal, Eric Ortiz, Ashrita Raghuram, Jay Behel, Ada Gregory, Carrie Bernat, Nicole del Castillo
Primary Institution: Carver College of Medicine University of Iowa
Hypothesis
Can restorative justice practices improve connection and support among medical students?
Conclusion
Restorative justice interventions in medical education are feasible and promote greater connection and support among peers.
Supporting Evidence
- Participants reported increased feelings of connection and understanding after the restorative justice circles.
- Qualitative analysis revealed themes of vulnerability and support among peers.
- Facilitators noted that students appreciated the dedicated space for sharing experiences.
Takeaway
This study shows that using restorative justice practices helps students feel more connected and supported in their medical training.
Methodology
The study involved pre- and post-intervention surveys and qualitative interviews with participants in restorative justice circles.
Potential Biases
Potential bias due to low response rates and reliance on self-reported data.
Limitations
The study had a small sample size and low response rates to surveys, which may limit the generalizability of the findings.
Participant Demographics
Participants included pre-matriculant medical students, physician-assistant studies students, and undergraduate students.
Statistical Information
P-Value
0.03
Statistical Significance
p<0.05
Digital Object Identifier (DOI)
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