Table 6 Overview of the content analysis and quotations from the free-text answers in the evaluation surveys about students’, peers’ and clinical supervisors’ experience of use of the adapted PFCP questionnaires for MSF

Applicability of PFCP MSF

•The MSF setting

‘‘Very good to receive this feedback’. (Student)

‘Good, nothing strange’. (Peer)  

•The PFCP questionnaire usability for MSF

‘Good tool for self-evaluation’. (Student)

‘Written, structured feedback is a great help and complement in my assessment of students’. (Clinical supervisor)

MSF—collaborative learning process

•MSF as a facilitator for students’ and peers’ self-reflection

‘Developing for both of us [student and peer]’. (Student) ‘Self-critical thinking... was strengthened’. (Peer)

•MSF as a multi-perspective reinforcement in clinical learning

‘... showed the patient’s perception... otherwise... difficult to understand...’ (Student)

'Gave me ideas of how I can conduct a patient encounter’. (Peer)

MSF as a facilitator in the students’ clinical skills development

•MSF acknowledging students’ clinical performance

‘Gave me increased self-confidence... easier to focus and maintain the “red thread”’. (Student)

•MSF as a motivator for further clinical training

‘Ask about concerns, expectations, own thoughts... by asking adequate follow-up questions and to give more space’. (Student) ‘... clarifying... I need to work more on... being pedagogical (at the end of the consultation)... generally I have... good communication skills... [I] need to work harder to explain why I perform some examinations and include the patient in the treatment plan’. (Student)