67-4

51/90

during pediatric BSL”; and “I tried to choose a topic that would be interesting to my colleagues.”In response to the question, “Q5: What is your overall evaluation of this conference?,” 52 (57.8%) of the respondents answered “Excellent,” and 30 (33.3%) answered “Good.” Many students had a positive view of the conference. Comments from their reflections included “For me, it was easier to ask questions to my colleagues than teachers, and asking questions was a learning experience in itself”; “I was able to participate in the conference on my own initiative”; and “If there are two oppor-tunities for presentations, I think I can make use of my reflection.”According to the conventional educational theory, educating others has the highest learning effect on oneself. However, the results within the scope of this study showed that colleague’s lecture had the same positive learning effect as their own lectures. Zaidi et al.3) reported that peer-assisted learning and peer group interventions contribute to students’ motivation to learn, and students who are successful in presentations contribute to improved group performance. In our study, lectures from colleagues, particularly well-presented ones, were considered more stimulating for medical students than those from the faculty. The students talked a lot about the excellent content of their colleagues’ lectures, which suggests its contribu-tion to improving motivation too. In this conference, 25.6% of the students realized that their own lectures needed improvement, and this awareness may have in their colleagues’ lectures. For another perspective, regrettably, our students learn better when taught by others and are not accustomed to active learning on their own.increased their Parish et al.4) reported that students unexpect-edly accepted the group assessment of their colleagues positively and that assessment and feed-back led to a better understanding of “quality”. Our study results suggest that the medical students may have deepened their understanding of the quality of learning by becoming an assessor of their colleagues. In addition, Burgess et al.5) reported that students who participated in the assessment of their colleagues tended to feel responsible for the development and progress of their colleagues and to have a sense of ownership. In our study, many students participated in the assessment of their colleagues, listened intently to their colleagues’ lectures, and actively asked questions.In this conference, many students expressed positive opinions about the choice of themes. The fact that they were free to choose the theme may have piqued their interest and curiosity. The Department of Pediatrics, with its wide variety of fields, also seemed to contribute to the students’ active choice of themes.These are all learning outcomes that are difficult to obtain in the classic medical education, indicating that this study has a useful learning effect. This conference was very effective as an educational opportunity to draw out the interest of medical students and also provided a good opportunity for them to reflect upon and recognize deficiencies in their own presentations.On the other hand, however, while peer-assisted learning is effective in increasing the motivation to learn, the effect tends to be temporary and difficult to sustain, and repeated learning opportunities are recommended. In this study, considering the time available for this conference during the 4-week BSL, it was held once but should be held twice a month. Continuously increasing such opportunities is vital in medical education.In addition, this study did not evaluate the effects of the remote period on motivation, so it has limita-tions in proving the true learning effect. Because the study was conducted at a single institution over a certain period and in a limited environment, the extent at which bias can be eliminated was limited. Conducting surveys in multiple depart-ments and at various grade levels in the future is recommended. Furthermore, investigating the effects of learning after a few years is an issue that should be addressed in the future.　The authors would like to thank Enago (www.enago.jp) for the English language review.Juntendo University President’s Education Improvement Project (KY25-3).　371Discussioninterest AcknowledgmentsFunding