Abstract
Previously, the first-year basic laboratory training was conducted by a few instructors using a lecture format. In 2013, the peer support program incorporating the “multi-layered style” education, where fifth-year students assist second-year students and second-year students support and assist first-year students, was adopted.
This paper reports on the process and results of this program conducted from 2013 to 2016. In order to verify the effectiveness of this program, a questionnaire survey and self-evaluation using a rubric were conducted after peer support.
In 2013, the second-year students felt that they were not sufficiently prepared after receiving only a training lecture, prior to the program.
In order to establish this program, the pre-training, the teaching manual and SGDs were introduced as prior learning, and feedback from the fifth-year students was introduced as post learning from 2014 to 2016. The improved peer support program helped the second-year students acquire knowledge, skills and enthusiasm for peer support, share knowledge and instruction methods. And it helped the first-year students enjoy the training, acquire knowledge and skills at the training. From the above results, it was suggested that this program is an effective training method.
