Artists prepared assignments in collaboration with a team of medical doctors and educators, who also functioned as coaches. Every workshop was concluded with a reflection session. For research purposes, participants were interviewed one-on-one and in small groups, with a focus on learning mechanisms. Reflection sessions and interviews were audio recorded, transcribed and analysed. 3 | WHAT LESSONS WERE LEARNED? Participants felt revived by the open nature of the programme: '[Training to become a doctor] is stressful, so I really like this kind of thing, to go back to basics: what Is it all about?' The programme had an effect of slowing down, which made participants reflect on their experiences in normal practice: 'I don't feel the space or time to take a step back and quietly observe whether I can apply what I learned.' Participants also reported feeling less stressed during the week after a Saturday session.The programme helped to develop a new perspective on medicine and patients. Participants learned that how they have been educated determines the way they look at patients and that they have to zoom out to reflect on their professional role: 'So, what will be our role as doctors? To see, I think, the context and the complete picture.' Arts-based learning can help medical students negotiate the multiple and challenging aspects of becoming a reflective healthcare practitioner. We conclude that participants took a wider perspective into account that made them consider their role and the kind of doctor they want to be. Key design principles for the perspective transformation are creative openness, slowing down, room for affect and a sense of community.