Although the utilization of small group tutorials is only in the initial stages currently in Taiwan, it is necessary to evaluate the effect of this common teaching method on Taiwanese students. This study examined and evaluated the Group Learning Factor Scale following its reconstruction to measure the impact of the small group tutorial on medical students. Data were collected from 204 medical students who participated in small group tutorials in the College of Medicine, National Taiwan University. A confirmatory factor analysis was conducted to test whether the CFA (confirmatory factor analysis) model fit the data. Results showed that for four of the five subscales, including interpersonal learning, self-presentation, interpersonal relationship and engagement, the Group Learning Factor moved in a positive direction; the relationship between the avoiding/conflict subscale and the Group Learning Factor was n the opposite direction. However, after controlling all latent variables and indicators for the lack of relationship to each other, avoiding/conflict was less affected by the Group Learning Factor than the other four subscales. In addition, all the subscales were very stable. The relationships between the pre-test and post-test were highly significant for all the subscales. The results also indicated the Group Learning Factor Scale could be employed to measure the group learning process, but suggested that the scale also needs to be improved due to the limitation of this study. Additional studies are needed, especially involving the application of the scale to various samples to further investigate the accessibility of the Group Learning Factor Scale.