Medical education is largely shaped by assessment-driven and knowledge-oriented practices, while reflection and critical decision-making, though required by curricula, often remain marginal in everyday study routines. This paper examines how experiential learning formats embedded in self-study phases can foster reflection without being perceived as an additional task. Within the DiSeMed project, students were participatively involved in developing reflexive learning formats. Based on qualitative feedback, vignettes, and observations, the findings show that impact lies less in individual tools than in situational shifts of attention and learning orientation. Reflective impulses operate relationally and with temporal delay within existing learning cultures and assessment logics.