Klasson Christopher L, Shibli-Rahhal Amal, Ortiz Eric, Raghuram Ashrita, Behel Jay, Gregory Ada, Bernat Carrie, Castillo Nicole Del
Carver College of Medicine, University of Iowa, Iowa City, Iowa, USA.
Department of Internal Medicine, University of Iowa Carver College of Medicine, Iowa City, Iowa, USA.
Clin Teach. 2025 Feb;22(1):e13852. doi: 10.1111/tct.13852.
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.
恢复性司法（RJ）是一种道德视角，强调社区联系以及行动的扩散性影响，促进沟通并建立问责方法。恢复性司法实践可以在一个范围内应用，包括积极的社区建设实践、针对某一事件的社区讨论以及处理特定伤害事件的恢复性会议。本文描述了一种在医学教育环境中利用恢复性司法社区建设实践的干预措施，并评估其可接受性和可行性。
在2023年夏季，在涉及医学预科学生、医师助理研究专业学生和本科生的两个项目中规划、实施并评估了恢复性司法干预措施。干预措施在小组活动中利用了社区建设圈子。能力建设包括对主持人的培训。95名学生参加了恢复性司法圈子活动。
评估包括干预前后的混合方法调查以及定性访谈。10名学生（11%）回复了干预前的调查，17名学生（18%）回复了干预后的调查。从访谈和定性调查中获得了7份回复。总体而言，参与者的调查回复表明，他们的联系感增强，相互理解的认知提高，并且该项目提供了足够的空间来分享个人观点。定性内容分析强调了通过恢复性司法圈子进行的社区建设及其促进联系、有意义的脆弱性、培养同伴支持以及继续这些活动的愿望的能力。
医学教育环境中的恢复性司法干预措施是可行的，并且显示出相当大的前景。参与者一致指出，同伴之间加强联系、获得支持感以及希望继续这些实践都有好处。
