ArticleBMC medical education2023
How do peer group reflection meetings support medical students' learning and personal development during clinical rotations?
Article in BMC medical education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers, 1 of them a synthesis that pooled it.
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Who cites it
6 citing papers in PubMed, 1 synthesis or guideline pooled it, 12 citations in OpenAlex.
- Beyond the Written Reflection: A Systematic Review and Qualitative Synthesis of Creative Approaches to Reflective Learning Amongst Medical Students.Perspectives on medical education · 2023Pooled it
- Coaching in undergraduate and graduate medical education: a scoping review of success factors, barriers, and outcomes.Medical education online · 2026Article
- Exploring medical students' reflections and well-being during clinical training: a qualitative study of "peer reflecting teams".BMC medical education · 2025Article
- Assessing nursing students' palliative care training needs and profiles: a cross-sectional study using K-means clustering.BMC nursing · 2025Article
- Intrinsic Motivation, Attitudes, and Practices of Young Physicians Regarding Scientific Research: Cross-Sectional Study in China.Journal of medical Internet research · 2025Article
- The importance of creating the right conditions for group intervision sessions among medical residents- a qualitative study.BMC medical education · 2024Article
Corrections and comments
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Authors and funding
2 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundMedical schools look to support students in coping with challenges and stressors related to clinical rotations. One potential approach is implementing Intervision Meetings (IM): a peer group reflection method during which students address challenging situations and personal development issues with peers, guided by a coach. Its implementation and perceived effectiveness in undergraduate medical education has however not yet been widely studied and described. This study evaluates how students perceive the effect of a three-year IM-programme during their clinical rotations, and explores which processes and specific factors support students' personal development and learning during clinical rotations.
methodsUsing an explanatory Mixed Methodology, medical students participating in IM were asked to evaluate their experiences through a questionnaire at three time points. Questionnaire results were further explored through three focus groups. Data were analysed using descriptive statistics and thematic analysis.
resultsThree hundred fifty seven questionnaires were filled out by students across the three time points. Students perceived IM to contribute to their ability to cope with challenging situations during clinical rotations. Participants in the focus groups described how IM created an increase in self-awareness by active self-reflection supported by peers and the coach. Sharing and recognizing each other's' situations, stories or problems; as well as hearing alternative ways of coping, helped students to put things into perspective and try out alternative ways of thinking or behaving.
conclusionsIM can help students to better deal with stressors during clinical rotations and approach challenges as learning opportunities under the right circumstances. It is a potential method medical schools can use to aid their students on their journey of personal and professional development.
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