本文旨在探討國內某醫學院醫務管理課程應用PBL 教學法之學習成效，並分析學生對此教學方式之回應。本次研究共有二十四位學生參與，係以PBL 之教學模式施行於醫務管理課程，並分析學生上課前、後之學習成效。首先於課程實施前先給予教案並由指導者先與學生討論主題之訂定，而在課程的實施中，學生須輪流準備課堂報告，並以小組討論的方式進行，並於課後進行結構式問卷調查。研究結果顯示，與傳統教學法相較，67%學生滿意此種教學方式。另有88%學生相當能接受此種分組方式（3-5 人為一組）；此外，有67%的學生認為可藉由PBL 吸收到整體性的新知識，而不再是以往片面的，並且75%的學生認為PBL 教學法可提升本身之學習能力。經檢定分析此種方式對於強化學生學習的主動性、增進團隊合作學習等具有正面的效果。惟71%學生反應PBL 課程相較於傳統教學法更具學習壓力，且須投注更多的時間於資料之蒐集，故54%學生認為會相對減低其餘課程所投入的時間。另就師資而言，整體的滿意度僅約67%，其中僅工作資歷較深之教師滿意度超過九成，其餘皆不滿五成，顯見師資培訓方面亦是需持續培養的重點。

　　　　　This article aims to investigate the learning outcomes of PBL on a medical affairs management program of a local medical college and to analyze students' response to this type of learning. A total of 24 students participated in the study and took part in the application of PBL to their medical affairs management classes. Learning results before and after classes were analyzed. Before commencement of each classe, the studentswere providedwith the subjectmatter and an instructor togetherwith the students determined the topic of the project. During the program, the students had to take turns to prepare class reports and these were discussed in small groups, and after each class, a structured questionnaire study was performed. Results showed that compared to traditional learning methods, 67% of the students were satisfied with this type of learning; 88% showed a considerable degree of acceptance of the division into small groups (4-5 persons per group); 67% of the students found they could absorb comprehensive knowledge through PBL and that learning was no longer unilateral, while 75% of the students felt that PBL was able to enhance their learning ability. Analysis of these results proved that this type of learning had a positive effect on the students' learning, as it increased students' initiative and improved teamwork. However, 71% said that PBL classes applied more pressure to them than classes where traditional learning methods were used. Because they had to invest more time in collecting information, 54% of the students felt it resulted in them spending less time on other classes. Among the teachers, on the other hand, only some 67% were satisfied with the PBL program and only those with a longer service record showed a level of satisfaction exceeding 90%, while the level of satisfaction for all other teachers did not even reach 50%, proving that teacher training requires continued attention.