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Amane ENDO, Hidenori HARUNA, Noriyuki TAKUBO, Toshiaki SHIMIZUCorresponding author: Amane EndoDepartment of Pediatrics, Juntendo University Faculty of Medicine2-1-1 Hongo, Bunkyo-ku, Tokyo 113-8421, JapanTEL: +81-3-3813-3111, ext. 5670　FAX: +81-3-5800-1580　E-mail: aendo@juntendo.ac.jp〔Received　Apr. 22, 2021〕〔Accepted　May. 25, 2021〕J-STAGE Advance published date: Jul. 7, 2021Copyright © 2021 The Juntendo Medical Society. This is an open access article distributed under the terms of Creative Commons Attribution License (CC BY), which permits unrestricted use, distribution, and reproduction in any medium, provided the original source is properly credited. doi: 10.14789/jmj.JMJ21-0001-OAObjective: Through a peer-assisted learning conference in pediatric bedside learning (BSL), we investigated how providing lectures to and receiving lectures from colleagues affects learning in medical students.Design: Ninety medical students were asked to participate in a pediatric BSL course at Juntendo University.Methods: A “medical student peer-assisted learning conference” was held, and medical students were given the opportunity to present lectures. One student played the role of a lecturer, and the other students acted as students. All the students took turns playing the role of the lecturer. A questionnaire survey was conducted on the participants to allow them to reflect on their own presentations.Results: Many students who played lecturers provided lively presentations. For them, listening to the excellent presentations of their colleagues was a stimulus for learning. Altogether, 25.6% students realized that their own lectures should be improved, and this awareness may have made them more interested in their colleagues’ lectures. Many students had positive opinions about the choice of themes. The Department of Pediatrics, with its wide variety of fields, also seemed to contribute to the students’ active choice of themes.Conclusions: The conference was very effective as an educational opportunity that not only piqued the interest of students but also provided a good opportunity for them to reflect on and recognize deficiencies in their own presentations. However, this study did not obtain sufficient evidence that demonstrated a continuous increase in the motivation to learn among students. Continuously increasing such opportunities is essential in medical education.Key words: peer-assisted learning, peer-to-peer learning, bedside learning, medical students, lectureJuntendo Medical Journal2021. 67(4), 367-372Original ArticlesThe Effectiveness of Peer-assisted Learning for Medical Students in IntroductionEducation for medical students is mostly still provided in the form of lectures by teachers. In the classic style of medical education, students are immersed in completing assigned tasks and have few opportunities to learn independently or present their findings to others. Presentations involve preparation and output, which can facilitate learning in students. Presentation skills are also essential for medical doctors. Unfortunately, medical students in Japan have few opportunities Department of Pediatrics, Juntendo University Faculty of Medicine, Tokyo, Japanto present what they have learned during their pre-graduate education, particularly during bedside learning (BSL). The international standards published by the World Federation for Medical Education require medical school graduates to acquire independent learning skills and participate in educational activi-ties1). Topping et al.2) reported that peer-assisted learning contributes to the improvement of learning effectiveness, autonomy, and proactivity. It is one of the educational methods adopted in various fields. One student takes the role of an educator, and 367Pediatric Bedside Learning