Purpose
Faculty development often focuses on skills, but growth also happens in spaces where educators feel seen, heard, and supported. This study explored how Indian health professions educators experience personal and professional growth through participation in informal peer reflection communities where they regularly gather to share stories, questions, and struggles in teaching.

Methods
A narrative inquiry approach was used to understand the lived experiences of faculty members from medical and nursing who had participated in peer reflection groups at the institution over at least six months. One on one conversational interviews were conducted where participants reflected on moments of connection, change, and insight. Field notes and follow up dialogues supported deeper understanding. Stories were analyzed thematically, with attention to turning points, tensions, and emerging identities.

Results
Participants described these communities as spaces of trust where they could speak freely without fear of evaluation. Some spoke of learning to see students differently, while others shared how feedback from peers reshaped their classroom approaches. Three patterns stood out: being witnessed gave educators confidence to try new things; naming the unsaid helped bring clarity to unspoken challenges; and growing together created a sense of shared purpose and belonging. These stories were about being in honest dialogue with others who care.

Conclusion
Peer reflection communities offer ongoing, human connection that supports authentic growth. In the Indian context, where time and hierarchy can limit open sharing, these spaces help educators reconnect with their values, expand their thinking, and grow in confidence. Investing in such low cost, high impact spaces can help strengthen the educator community from within.