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368another student plays the role of a learner. Students take turns in playing the roles of teacher and learner.We hypothesized that providing opportunities for peer-assisted learning during BSL would have a positive learning effect on medical students. As a result, we investigated how providing lectures to and receiving lectures from colleagues affects learning in medical students.Materials and MethodsDesign: Ninety medical students were asked to participate in a pediatric BSL course at Juntendo University.Period: From April 01, 2015 to March 31, 2016.Methods: BSL at Juntendo University is a 4-week pediatric course (phase 1) with eight students. During this period, medical students are assigned to a different case each week and give a long presentation of the case at some point in the week. The remaining time is spent participating in ward conferences, writing in patients’ charts, and receiving mini-lectures from the supervising physi-cian. Only one opportunity is given to conduct the long presentation during the 4-week period, and considering the percentage of the total learning time, the opportunities for presentations are few. Therefore, a “medical student peer-assisted learning conference” was held to provide medical students with an opportunity to conduct a lecture. The members of the conference were seven or eight medical students who did pediatric rounds at the same time, and a pediatric advisor participated as a facilitator. The medical students prepared a topic of their interest during the 4-week pediatric BSL and presented a 5-minute lecture. One student acted as a lecturer, and the other students acted as students. The students were asked to assess the content of the lecture (Figure 1). The assessment items were voice clarity, speaking speed, time allo-cation, content, and response to questions. In addi-tion, the students were asked to write a one-line summary of what they understood after listening to the lecture so that they could provide feedback to the student lecturer on whether they under-stood the content of the lecture. The student lecturer was given time to provide feedback on their colleagues’ assessments. In addition, a ques-tionnaire survey was conducted on the participants to provide them an opportunity to reflect on their own presentations. This study was conducted under the application and approval of the Juntendo University Presi-dent’s Education Improvement Project (KY25-3), and written consent was obtained from the students for the use of their data.Lecture topics (Table 1)Many of the medical students who acted as lecturers provided lively presentations, and the students participated in the lectures attentively. One student presented a detailed lecture on devel-opmental milestones in children, and another lectured on pathological findings from a pediatric kidney biopsy. As is typical in pediatrics, a lecture also examined psychologically why famous animated characters are so popular among children. Another lecture was presented by a student who had a part-time job as a staff member at an amusement park, and she described what she had been trained to do at the facility (e.g., how to treat children and people with physical disabilities). All the partici-pants showed a deep understanding of the compa-ny’s approach such as how to treat people who are oppressive or uncomfortable. The students were very enthusiastic about making lecture materials, which they elaborately prepared, to stimulate the interest of their colleagues. Some students researched the positive effects of exercise and dance on chil-dren, while others lectured on the negative effects of video games. Some students investigated social factors such as “learning” and “play” for hospital-ized children. The field was much more diverse than we had thought beforehand, and the students showed a lot of curiosity during the pediatric BSL.Questionnaire survey and reflections on the peer- assisted learning conference (Tables 2 and Table 3)A questionnaire was administered to the partici-pating medical students to provide them an oppor-tunity to reflect upon what they had presented to their colleagues and what their colleagues had presented to them in their respective lectures. For the first question, “Q1: Did your lecture go well?,” 8 (8.9%) of the students answered “Excel-lent,” and 18 (20%) answered “Good.” On the other hand, 41 (25.6%) answered “Poor” and recognized Results