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Peer influence on students’ estimates of performance: social comparison in clinical rotations

Context  During clinical rotations, students move from one clinical situation to another. Questions exist about students’ strategies for coping with these transitions. These strategies may include a process of social comparison because in this context it offers the student an opportunity to estimate his or her abilities to master a novel rotation. These estimates are relevant for learning and performance because they are related to self‐efficacy. We investigated whether student estimates of their own future performance are influenced by the performance level and gender of the peer with whom the student compares him‐ or herself.