Introduction Medical students face significant demands, particularly during the transition to clinical training, which is associated with increased stress, anxiety, and a loss of established support systems. In this context, reflection is recognised as a key mechanism for promoting learning, professional identity formation, and well-being. However, engaging in meaningful reflection often requires structured support. This study introduces the concept of Peer Reflecting Teams and explores how medical students experience participation in such groups, and how junior residents, as near-peer facilitators, shape these reflective processes. Methods A qualitative design was developed, including field observations of meetings (9 h) and five group interviews with both medical students (n = 16) and junior residents (n = 4). The data were analysed using an inductive thematic approach. Results The participating medical students described the transition from university to clinical placements as a valuable yet abrupt and overwhelming experience. Analysis of the group interview data identified four key themes: [<CitationRef CitationID="CR1">1</CitationRef>] experiencing a safe and supportive space; [<CitationRef CitationID="CR2">2</CitationRef>] fostering a sense of community by sharing experiences; [<CitationRef CitationID="CR3">3</CitationRef>] developing strategies for navigating difficult clinical situations; and [<CitationRef CitationID="CR4">4</CitationRef>] the essential role of the near-peer facilitator in guiding and enriching the reflective process. All together, these themes illustrate how participation in peer-facilitated reflection groups not only offers a sense of community with peers, but also supports medical students’ professional identity formation and equips them to better respond to the complex demands of clinical practice. Conclusions This study highlights the importance of providing medical students with a dedicated space to reflect on their clinical experiences. Structured Peer Reflecting Team sessions support medical students’ well-being, professional identity formation, and strategies to better respond to demands in clinical situations. Universities should actively facilitate opportunities for medical students to engage in such reflective practices during clinical placements to enhance both learning outcomes and well-being.

Exploring medical students' reflections and well-being during clinical training: a qualitative study of “peer reflecting teams”

期刊论文
出版模式：

开放获取
发表日期：

2025年10月21日

查看全文

Tine Lass Klitgaard,
Trine Lignell Guldberg,
Jette Kolding Kristensen

摘要

Introduction

Medical students face significant demands, particularly during the transition to clinical training, which is associated with increased stress, anxiety, and a loss of established support systems. In this context, reflection is recognised as a key mechanism for promoting learning, professional identity formation, and well-being. However, engaging in meaningful reflection often requires structured support. This study introduces the concept of Peer Reflecting Teams and explores how medical students experience participation in such groups, and how junior residents, as near-peer facilitators, shape these reflective processes.

Methods

A qualitative design was developed, including field observations of meetings (9 h) and five group interviews with both medical students (n = 16) and junior residents (n = 4). The data were analysed using an inductive thematic approach.

Results

The participating medical students described the transition from university to clinical placements as a valuable yet abrupt and overwhelming experience. Analysis of the group interview data identified four key themes: [1] experiencing a safe and supportive space; [2] fostering a sense of community by sharing experiences; [3] developing strategies for navigating difficult clinical situations; and [4] the essential role of the near-peer facilitator in guiding and enriching the reflective process. All together, these themes illustrate how participation in peer-facilitated reflection groups not only offers a sense of community with peers, but also supports medical students’ professional identity formation and equips them to better respond to the complex demands of clinical practice.

Conclusions

This study highlights the importance of providing medical students with a dedicated space to reflect on their clinical experiences. Structured Peer Reflecting Team sessions support medical students’ well-being, professional identity formation, and strategies to better respond to demands in clinical situations. Universities should actively facilitate opportunities for medical students to engage in such reflective practices during clinical placements to enhance both learning outcomes and well-being.