Post-exam review sessions in health professions education often emphasize performance outcomes (i.e. grade litigation) rather than helping students reflect on how they prepared or how they can improve. To address this gap and to promote proactive learner feedback, we developed a procedure to guide educators in the development of a program-specific exam wrapper within a health professions program. Exam-wrappers are used post assessment to guide learners through a reflection through their study practices, study timing, and self-evaluation of both their academic and non-academic needs. Exam wrappers end with proactively challenging learners to identify ways to meet these holistic needs to improve performance. A workshop approach was used to rapidly prototype a reflection tool by discussing current student struggles and program-recommended study strategies. Educational developers, who facilitated the workshop, provided potential questions and structures to guide this discussion. Faculty adapted the tool to align with their curriculum and used it to guide post-exam meetings with students. Faculty reported that the tool shifted conversations toward analysis of study approaches, identification of learning gaps, and development of actionable plans, resulting in more metacognitive reflection and self-regulated learning. All faculty who used the tool indicated they would continue its use. These findings suggest that tailoring exam wrappers to local contexts and engaging faculty in their development may enhance exam wrapper effectiveness in supporting reflective learning and improving post-assessment discussions with learners.