67-4

50/90

(n=90)their own lectures as needing improvement and found some issues for better lectures. Comments from the reflections included “My presentation time was greatly exceeded”; “I was too nervous to do well, and my lecture was not coherent”; and “The response from my colleagues was good, and it went well.”The next response to the question, “Q2: How effective was your lecture in terms of your learning?,” 14 (15.6%) of the respondents answered “Excel-lent,” and 48 (53.3%) answered “Good.” Many students felt that their own lectures had a high learning effect. Comments from the reflections included “I was able to retain knowledge better by giving my own presentation”; “It was a great oppor-tunity to practice my presentation”; and “I put a lot of effort into preparing lectures for my colleagues.”In response to the question, “Q3: How effective was your colleague’s lecture in terms of your 370Q1. Did your lecture go well? Q2. How effective was your lecture in terms of your learning?Q3. How effective was your colleague’s lecture in terms of your learning?Q4. Was your choice of theme successful?Q5. What is your overall evaluation of this conference?“My presentation time was greatly exceeded.”“I was too nervous to do well, and my lecture was not coherent.”“The response from my colleagues was good, and it went well.”“I was able to retain knowledge better by giving my own presentation.”“It was a great opportunity to practice my presentation.”“I put a lot of effort into preparing lectures for my colleagues.”“The lectures from my colleagues were very interesting, and I was able to concentrate very well.” “I am not good at giving presentations, so watching my colleague’s lecture was very helpful for my presentation.”“I was able to listen with interest without falling asleep.”“I enjoyed learning because the themes were free, and there was a wide range of choices.”“I was able to conduct in-depth research on the topics I was interested in during pediatric BSL.”“I tried to choose a topic that would be interesting to my colleagues. ”“For me, it was easier to ask questions to my colleagues than to teachers, and asking questions was a learning experience in itself. ”“I was able to participate in the conference on my own initiative. ”“If there are two opportunities for presentations, I think I can make use of my reflection.” 　　　　　　　　　　　　 …etcTable 2　Results of the questionnaire survey on the peer-assisted learning conference for medical studentsTable 3　Reflections on the peer-assisted learning conference by medical studentsExcellent8（8.9%）Good18（20.0%）14（15.6%）48（53.3%）31（34.4%）37（42.2%）55（61.1%）52（57.8%）29（32.2%）30（33.3%）learning?,” 31 (34.4%) of the respondents answered “Excellent,” and 37 (42.2%) answered “Good.” Many students also found that their colleague’s lectures had a high learning effect. Comments from the reflections from my colleagues were very interesting, and I was able to concentrate very well”; “I am not good at giving presentations, so watching my colleague’s lecture was very helpful for my presentation”; and “I was able to listen with interest without falling asleep.”In response to the question, “Q4: Was your choice of theme successful?,” 55 (61.1%) of the respon-dents answered “Excellent,” and 29 (32.2%) answered “Good.” Many students felt that their choice of theme was successful. Comments from their reflections included “I enjoyed learning because the themes were free, and there was a wide range of choices”; “I was able to conduct in-depth research on the topics I was interested in included “The lectures Fair41（45.6%）23（25.6%）23（25.6%）2（2.2%）20（22.2%）2（2.2%）6（6.7%）8（8.9%）0（0.0%）0（0.0%）PoorUnevaluable0（0.0%）3（3.3%）0（0.0%）0（0.0%）0（0.0%）