為進一步瞭解醫學院實施通識教育後，醫學院和非醫學院學生對課程之反應，特別對前者以「人與醫學」，後者以「醫學與生活」為例，做一評估和探討。「人與醫學」主要教授醫學院及公衛學院各學系學生醫學的發展歷史。「醫學與生活」主要教授非醫學院學生醫學知識。每週一次，每次2小時，以大講堂授課方式教學。此次調查，「人與醫學」修課學生250位，「醫學與生活」修課學生 212 位。期末測驗時，在答案紙附上問卷調查，包括：課程有否幫助，內容是否適當，授課講員是否適當，以及詢問印象最深刻的講題為何，和建議改進事項。 結果顯示在「人與醫學」課程內容和講義方面有69-79％的學生認為很有幫助、有幫助或是很恰當和恰當，而在「醫學與生活」則有89-95％在這個範圍。至於認為課程內容和講義尚有幫助、沒有幫助或是尚恰當和不恰當者，在「人與醫學」為21-31％，在「醫學與生活」只有5-11％。舉例、實用和幽默的教學方式與學生對授課主題是否印象深刻有關。在建議改進事項方面，印製講授內容大綱或中文講義是學生最需要的，限制上課人數則為學生第二大要求。內容儘量生活化、常識化，多舉案例、多談臨床經驗，和幻燈片儘量中文化也是共同希望的。在「人與醫學」比較特殊的建議改進事項是希望有小組討論機會和能實地參觀。由上面的研究，我們可以瞭解對醫學院學生而言，「人與醫學」的教學技巧尚待加強，而對非醫學院學生而言，醫學知識的灌輸，顯然受到相當大的歡迎，但仍有可以改進的地方，而印製中文講義，和限制上課人數，是應立即著手進行的。

　　　　　The aim of this study is to get information from students about the teaching methods of general education at National Taiwan University College of Medicine. In January, 1997, I surveyed 462 students taking Humans and Medicine and Medicine and Life. The course Humans and Medicine covers the history of the development of medicine for medical students, and Medicine and Life includes the knowledge of general medicine designed for non-medical students. Each coursse consisted of two hours of lecture each week. There were 250 students in the course Humans and Medicine, and 212 in Medicine and Life. Questionnaires were included with the final examination, which asked whether the courses were helpful, the contents were suitable, and the teachers were capable. I also asked which topic was the most interesting, and what some suggestions for improving these courses were. The results showed there were 21 to 31% of the students considered Humans and Medicine to be fair or not helpful, and the contents were fair or not suitable. However, only 5 to 11% of the students considered the course Medicine and Life to belong in this category. Whether the students were interested in the teaching topics was related to the use of examples, practicability of teaching materials and humor of the teachers. Delivery of lecture notes written in Chinese, and restrictions of the numbers of students were the most common suggestions for improving this course. The students also suggested that the teachers use examples, talk about clinical experiences, and use slides written in Chinese. Small group discussions and practical visits to clinics were special suggestions in Humans and Medicine. In conclusions, teaching techniques and teaching materials need to be improved in the Humans and Medicine course for medical students. Although Medicine and Life is a successful course for non-medical students, delivery of lecture notes written in Chinese, and restrictions of the numbers of students are needed for the improvement of this course.