Background: Previous studies have demonstrated that student ratings of a teachers' performance do not incentivize clinical teachers to reflect critically and generate plans to improve their teaching. Peer group reflection might offer a solution in mediating this change.Aim: To investigate: (a) to which extent clinical teachers perceive self-evaluation, student ratings and peer group reflection effective; and (b) whether additional peer group reflection fosters critical reflection and the translation of feedback into concrete plans of action.Method: We conducted a quasi-experiment, inviting two groups of 10 clinical teachers each (1) to complete a self-evaluation and (2) subsequently examine their student ratings. One group participated in (3) an additional peer group reflection meeting. All participants were finally requested to define plans for improvement and evaluate each activity's effectiveness.Results: Participants perceived all three activities to be effective. Levels of reflection did not differ across the two groups. However, participation in peer group reflection did result in generating more concrete plans to change clinical teaching.Conclusions: Peer group reflection on student ratings shows promise as tool to assist clinical teachers in generating plans for improvement. Future research should focus on whether teaching indeed improves with the introduction of peer group reflection.