醫學系的招生和入學方式對於醫學生的特質和學習能力有決定性的影響，長久以來即是醫學教育所關注的課題。臺灣地區自1994年起在原有大專聯招制度外，增加推薦甄選入學，各醫學院校對於新生的招收具有相當的自主權，除了基本學業能力的考量外，也能夠兼顧其它的個人特質。台大醫學院在辦理指定甄試項目上，以部分術科實驗評測學術問題解決能力和操作技術；同時透過面試瞭解參加者的特質。本研究係針對經甄選入學學生的短期學習成效和團體適應做一回溯性的初探，以前三年甄選入學的29名醫學生為對象，另外取30名經聯招入學學生為對照，分年比較兩組學生在學業和團體學生適應上的反應。結果顯示：甄選入學學生部份學業成績，如人文學科或醫學專業學科等，略優於聯招入學學生，但其差異在不同年級間並不穩定。在參與小組教學有關團體學習的評量上，推薦甄選學生對於從老師受益，和同學間互助學習的評價上高於聯招組（p=0.049），值得作為將來繼續辦理推薦甄選方案實施的參考。

　　　　　From 1954 through 1993, the Joint College Entrance Examination (JCEE) was the only way to recruit medical students in Taiwan. Those who achieved high scores on this single examination were recommended for admission. An alternative method of admission via recommendation and screening (ARS) was introduced in 1994. This method required a recommendation from high school teachers and passing grades on the qualification screening examination. Qualified candidates are then allowed to take another mini entrance examination held by each medical school which covers subjects such as laboratory tests. An interview is also required. This is a retrospective preliminary comparison study between the students admitted to the College of Medicine, National Taiwan University through the above methods in terms of academic achievements and group learning response. The academic achievement was calculated as the total mean score of the courses weighed on credits. The comparison showed that the short-term academic achievements in the ARS group were slightly superior than the JCEE group in both basic medical science and humanities. However, the significance is not consistent across the different admission years. The results of the self-rating questionnaires of the group learning factors toward small group tutorial also showed that medical students in the ARS group had more positive attitude and higher motivation in interpersonal learning than the students in the JCEE group (F=4.22, p=0.049). Long-term follow-up and multivariate analysis should be conducted to determine the effects of the new admission method.