Abstract
IntroductionFaculty of medicine plays a role to support the students’ success in passing national exit exam through mentorship. Peer-reflection evaluates the students’ learning process. We aimed to analyze the impact of peer-reflection to change the students’ learning attitude and improve national exam score.MethodsNine test-retaker students participated in mentorship program for three months. They took two parts of faculty-level examination. After the 1st and the 2nd part of faculty exam, there were peer-reflections I and II that argued about the characters, strengths and weaknesses, suggestions. Then, they did self-reflection to conduct responses about the mentorship including the impact of peers’ input and finally took national exam. The examination score before and after peer-reflection were compared. We analyzed the statement of reflection by documents and content analysis. The progress of examination score was analyzed descriptively.ResultsThe students objectively understood the strengths and weaknesses of their way of learning, and then implemented the peers’ advices. Peer-reflection method provided a feeling of same purpose, then developed ways of learning that promoted them to be higher motivated. Finally, 6 of 9 students passed the exam.DiscussionSuggestions given by peers would be memorable and powerfully changed motivation. Peer-reflection explored non-academic problems that determined the pattern and the way of how students learned.
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