Introduction: Faculty 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.
Methods: Nine 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.
Results: The 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.
Discussion: Suggestions 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.

Keywords: doctor, exit examination, peer-reflection, retaker


中文翻译：

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实施同行反思提高全国医学生考试复试成绩

简介：医学院通过指导帮助学生成功通过国家出口考试。同伴反思评估学生的学习过程。我们旨在分析同伴反思对改变学生学习态度和提高国家考试成绩的影响。
方法：九名重考学生参加了为期三个月的指导计划。他们参加了两个部分的教师水平考试。在教师考试的第一部分和第二部分之后，进行了同行反思I和II，就角色，优势和劣势，建议进行了争论。然后，他们进行了自我反省，对导师制的反应，包括同伴输入的影响，最终参加了全国考试。比较同行反思前后的考试成绩。我们通过文件和内容分析分析了反思陈述。对考试成绩的进展进行了描述性分析。
结果：学生们客观地了解自己学习方式的优缺点，然后将同学们的建议付诸实施。同行反思方法提供了一种相同目的的感觉，然后开发出提高他们积极性的学习方式。最终，9名学生中有6人通过了考试。
讨论：同龄人提出的建议会令人难忘，并能极大地改变动机。同行反思探讨了决定学生学习方式和方式的非学术问题。

关键词：医生，毕业考试，同行反思，重考者