Purpose
Senior medical students often take part in mentoring their juniors, but the experience may also influence their own growth in ways not always recognized. Beyond helping others, mentoring can become a mirror that helps students see themselves more clearly. This study explored how senior medical students experience personal and professional change through mentoring, especially in how it shapes their future goals and identity.

Methods
A phenomenological approach was used to understand the lived experiences of twenty four year medical students who had actively mentored junior peers over the past year. In depth interviews invited students to reflect on meaningful moments in mentoring, times of challenge, pride, connection, or insight. Interpretative phenomenological analysis was used to examine how these experiences influenced their views on leadership, teaching, and career direction.

Results
Students described mentoring as more than a responsibility, it became a space for self discovery. One theme, seeing myself in others, reflected how guiding juniors helped students reflect on their own journey, struggles, and growth. Another theme, becoming who I needed, captured how many students tried to offer the support they once wished they had, which in turn helped clarify their own values and leadership style. Some students shared that mentoring strengthened their interest in academic medicine, public health, or roles that allowed continued teaching and advocacy. These shifts were often subtle but deeply meaningful.

Conclusion
Peer mentoring offers growth for both the one being guided and the one guiding. For senior students, it can spark reflection, shape identity, and clarify career aspirations. Medical education programs should recognize mentoring not just as service, but as a powerful tool for personal and professional development, offering students a way to lead while continuing to learn.