Abstract
INTRODUCTION: Reflection is a critical cognitive process that involves thinking deeply about experiences, actions, or concepts to gain insights and enhance learning. Online collaborative environments, such as forums, facilitate peer learning and reflection on educational experiences. This study aimed to analyze medical students' opinions on electronic Peer-Assisted Reflection (ePAR) in an educational forum focused on psychology-related courses. METHODS: This qualitative study utilized content analysis methods. The sample consisted of opinions gathered across 16 forums encompassing a total of 389 students specializing in medicine, laboratory science, and public health at Jahrom University of Medical Sciences (JUMS), IRAN. The instructor delivered the courses to the class and posed questions based on the discussion forum within the Learning Management System. Following each course, students' experiences regarding discussions and question-and-answer sessions were assessed in a forum setting. The data were analyzed using inductive content analysis. RESULTS: A content analysis of the data obtained from students' opinions yielded 51 codes (items), which were classified into two main categories: effectiveness and setting. The most significant factors were effectiveness (Including: Thinking, Peer-Assisted Learning, Active Learning, and Self-Critique) and setting (Environment, Teachers, and Students). The open codes (items) most frequently mentioned by students included the potential to correct inaccurate interpretations of others' learning experiences and misconceptions (94 mentions), improving students' ability to compare and analyze (93 mentions), promoting and strengthening criticism and analysis (93 mentions), and fostering active and deep learning (92 mentions). CONCLUSION: The forum environment can enhance participation, active learning, and critical thinking among students while providing a rich educational context for medical education. Therefore, utilizing this method in education without time or place constraints can be a practical approach to improving medical science education.