Restorative Justice in Medical Education: A Scoping Review of Current Practices and Barriers
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Abstract
Methods: A structured search was conducted across five databases for peer-reviewed literature published between 2000 and 2024. Studies were included if they focused on undergraduate medical education and described or evaluated restorative justice concepts. Data were synthesized thematically into five domains: curricular delivery, conceptual framing, outcomes, implementation barriers, and connections to related frameworks.
Results: Sixteen studies were included in the final analysis. Restorative justice was implemented through formal and hidden curricula, often using restorative circles, community dialogues, and consensus-based approaches. Reported benefits included improved collaboration, trust, and equity; however, barriers such as hierarchical norms, lack of training, and insufficient evaluation were widespread. Conceptual links to just culture, trauma-informed education, and moral repair reinforced the relevance of restorative approaches to broader institutional reform.
Conclusion: Restorative justice in medical education represents a valuable yet underutilized framework for healing harm and promoting equity. Future efforts must address structural and cultural barriers, invest in educator training, and develop robust methods to evaluate long-term impact.
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