Clinical internship is a core component of physiotherapy education. Peer tutoring, defined as a relationship where a more experienced student supports a less experienced one, encourages collaborative and mutual learning. However, no summary of qualitative studies has been provided to date regarding peer tutoring as experienced by physiotherapy students. A qualitative meta-synthesis was conducted. The study protocol was registered in PROSPERO (CRD420251004431), and the PRISMA guidelines were followed. Searches were conducted across four search engines, and included studies were evaluated using the Critical Appraisal Skills Programme (CASP) checklist. Data were analyzed through inductive thematic analysis, and the GRADE-CERQual tool was used to assess confidence in the findings. Out of 686 identified articles, four were included in the final analysis. Two central themes emerged: for mentors, “Actively participating in patient care,” and for mentees, “Developing a path of personal and professional growth.” The integrative synthesis also identified four additional themes: (A) Indirect influence of the clinical tutor on peer relationship dynamics; (B) Presence of barriers to peer collaboration; (C) Promotion of personal growth; and (D) Reduction of difficulties associated with acting alone. Clinical internships that include peer tutoring have both positive and negative effects, either alleviating or intensifying the challenges physiotherapy students encounter in complex healthcare settings. A well-structured peer tutoring program can benefit both mentors and mentees by enhancing learning and skills development. However, the dual role of clinical tutors as supervisors and evaluators may strain peer relationships and increase anxiety and stress among students. PROSPERO CRD420251004431 (5th March 2025).
