本研究目的旨在探討醫學系推行「問題基礎學習小班教學」之可行性。共有25名臨床主治醫師擔任小班老師和40名醫學系三年級的學生參加本研究。學生分成5組，每組7至8人，實際小組討論在暑期進行，連續5週，每週討論一個個案，每個個案分三次討論完畢(每週一、三、五下午)。每個老師只需指導一組學生討論完成一個個案。每個個案討論結束時，老師和每位學生均立即填寫評量問卷,同時學生接受臨床知識筆試。本研究老師出席率為96%，問卷回收率為96%；學生出席率為77%，問卷回收率為68.5%。68.4%的學生自認為能夠自動自發地完成討論議題；75%的學生在討論上充份發言；74.3%的學生認為，經過這門課後，對課程中討論的主題有深入的了解;75%的學生對課程中討論的主題很有興趣；高達87.5%的學生贊成繼續小班教學。79.2%的老師認為學生討論時能明確地抓住討論重點；87.5%認為學生在課堂上討論熱烈；66.7%認為在討論時學生的發言平均；91.6%認為學生對討論主題的觀念正確；95.8%均贊成繼續實行小班教學。臨床知識筆試除最後一週回收率低無法準確評估外，其餘4週之成績均達及格標準。本研究認為臺灣醫學院醫學系學生的適應力強，足以接受「問題基礎學習小班教學」之新的教學方式。

　　　　　The purpose of this study was to investigate the feasibility of a problem-based learning small group tutorial (PBL) in the Faculty of Medicine. Twenty-five attending physicians and 40 third-grade medical students participated in this study. Students were divided in 5 groups of 7-8 members. Tutorials were conducted in 5 consecutive weeks during summer vacation. Each case was discussed in three separate sessions in a week (Monday, Wednesday, and Friday afternoons). Each tutor only tutored for a one-week session. At the last session for each case, both tutor and students would complete evaluation questionnaires. Students also took written examinations at the same time. 96% of tutors tutored the tutorials and 96% completed the questionnaire. 77% of students attended the tutorials and 68.5% completed the questionnaire. 68.4% of students thought they could direct and complete the discussion; 75% of students thought they could express freely in the tutorial; 74.3% of students thought they understood in depth the topics of the case after the tutorial; 75% of students were interested in the topics of the case; 87.5% of students approved of the PBL. 79.2% of tutors thought students had grasped key points about the topics; 87.5% of tutors thought the discussion was full of energy; 66.7% of tutors thought each member contributed equally to the tutorial; 91.6% of tutors thought students learned correct concepts about the topics; 95.8% of tutors approved of the PBL. All students passed the written examinations for the first 4 cases. The test for the last case was not assessable due to a low completion rate. In conclusion, our results suggest that medical students in Taiwan will benefit from this PBL tutorial.