小團體教學模式是現代醫學教育重要的發展趨勢之一，透過小規模的團體運作，能夠發揮以學習者為中心的教學；團體動態的機制也可以提昇學習成效。醫學教育中教學小團體的學習動態研究仍然罕見，相關的團體互動關係和氣氛的評估在治療性團體已行之數十年，但是在教學方面的應用研究工具至今仍然闕如。作者等收集治療性團體與成長團體的各項因素的評量方法，重新建構一適用於團體學習情境的自填量表。本研究設計「團體學習因素量表」，以204位正參與小組教學的醫學系學生為對象進行前後兩次測試。本量表涵蓋團體參與度、人際關係、仿同互動學習、規避與衝突、及自我表露等五個因素，因素分析結果顯示， 兩次測試中因素結構分佈穩定，各項因素變異數之累計百分比重分別為66.0與71.0。前後測與內在一致性等信度分析檢驗結果也顯示，本量表為一可靠的學習團體因素評量工具。「團體學習因素量表」除了能夠作為小組教學目標的指引外，也可以作為評估其他學習成效的變項進行日後相關的教學研究。

　　　　　Small-group tutorial mode has been suggested as a learning method in medical education since the 1970s. The learning effects of this method can be evaluated on the basis of group dynamics. Although the measurement of curative factor and group climate have long been used in therapeutic groups and personal growth groups, a standardized assessment of learning factors in small-group tutorial mode has yet to be established. The authors employed a Group Learning Factor Scale for further evaluation of the effectiveness of small tutorial group in medical education. The Group Learning Factor Scale was a list of 20 items, distributed in 5-point self-rating subscales for measuring several dimensional factors of the group learning process. The test scale was distributed twice to 204 medical students participating in the small tutorial group learning method in the College of Medicine, National Taiwan University at an interval of one month. Facotr analysis was conducted on the ratings from 204 students who completed both the test and the retest. Five factors, namely engagement, interpersonal relationship, avoiding/conflict, interpersonal learning and self-presentation were extracted. Factor analyses showed that the accumulated percentage of variance was 66% and 71% respectively for each analysis. The factor structures are the same in the two tests. Also, test-retest reliability (p=0.000) and internal consistency (Cronbach α =0.85 and 0.86) are established.