『以問題為基礎的學習』（PBL）是否成功，老師的教學方式是重要的決定因素。本研究在於探討台大醫學院小班教學老師的教學方式是否合乎『以問題為基礎的學習』要求；作者分別在八十四及八十五學年度對399位及398位醫學系二至四年級同學作教師教學方式調查。研究工具係改編自Watt氏的老師教學方式問卷，問卷內容分為老師角色與師生關係、教學內容及教學方式三個向度。結果顯示大部份的學生認為小班教學老師的教學是協助的、諮詢的、激發學習的及一致對待的。三年級老師比其他老師較會採用諮詢的教學方式。二年級老師較強調人性化、一般化及態度與價值方面的學習內容，與二年級的課程性質及教學目的相吻合。大部份老師都強調未來的、分析性的及目標取向的學習方式。二年級老師比其他老師不重視理論性、分析性及目標取向的學習。八十五學年度期中及期末調查比較結果顯示老師教學方式的改變不大。學生認為老師變得更重私人感情、重規定、比較著重提供資料及對學生的差別對待。本研究發現小班老師的教學方式與『以問題為基礎的學習』的教學要求大致符合。未來在教師訓練計畫方面應加強課程與教材的設計、進一步強化已建立的理想教學行為及改正不適當的教學行為。

　　　　　Teaching style is an important determinant in the success of problem-based learning (PBL) tutorials. A teaching style inventory was used to evaluate PBL tutors at the National Taiwan University College of Medicine. Students completed 399 and 398 teaching style evaluations in the 1995 and 1996 academic years respectively. Re-evaluation was done in the 1996 academic year. Most of the tutors were found to be assistive, consultative, activating, and uniform in teaching style. Tutors of third-year students were more consultative than tutors of the other students. Tutors of second-year students emphasized the humanistic, general, and attitude aspects of learning more than other tutors, which was congruent with the course objectives for second year students. Most tutors used futuristic, analytical, and instrumental approaches. Tutors of second-year students were less theoretical, analytical and instrumental than tutors of other students. Teaching style did not seem to change during the course of PBL tutorials; most of the changes between the midterm and the final evaluation were in the role and relationship dimensions. We conclude that the teaching style of most of the tutors was appropriate for PBL.