研究目的：照顧重症及生命末期病人必需評估其靈性需求並提供靈性照護，但是畢業後一般醫學訓練有關「靈性」的課程並沒有一致的教學方法與課程教材。本文檢討99年度，中部某醫學中心的畢業後一般醫學訓練住院醫師靈性課程的學習成效評核及回饋，以做為日後靈性教育課程之參考。材料與方法：研究者以「課程前、後測問卷」、「自我評價表」作評量，並於課程後以立意取樣做深度訪談，了解他們在知識、技巧及態度面向的改變。結果：學員在課程前後比較，知識部份有明顯改善，但在態度及技巧方面則未有變化。課後訪談中，學員肯定靈性課程的必要，它能促進臨床醫師對病人靈性需要的敏感度，並提供符合全人醫療概念的照顧。同時建議課程用臨床實際的病人或標準病人作靈性照顧示範，以便增進學習效果。結論：學員肯定靈性課程的必要，希望藉此教學經驗的分享，讓安寧療護及靈性關顧的教育者，在設計及提供靈性課程時有所啟發，提升臨床醫師在病人靈性照顧上的知識、態度與技巧。

Purpose: Holistic health care provides evaluation and care to patients from physical, psychological and spiritual aspects. It is especially important to assess spiritual needs and provide spiritual care to severe and terminal patients, yet there is a lack of standard and consistent spiritual curriculum and materials for first post-graduate year residents in general medical training. The purpose of this study is to investigate the training effectiveness appraisal of spiritual curriculum for first post-graduate year residents and their feedback in 2010 as a reference for designing spiritual curriculum in the future. Material and Method: The subjects of the study were the first post-grade year residents who were trained in a medical center in central Taiwan during 2010 academic year. Data were collected based on the pre-and post-test questionnaires and a self evaluation scale. Subjects were selected by purposive sampling after the curriculum for in-depth interviews to evaluate the training effectiveness regarding the spiritual care, knowledge, attitudes and skills. Results: There is a significant difference in terms of knowledge on spirituality before and after the teaching using spirituality curriculum. No significant difference is noticed regarding the attitudes and skills. The participating residents agreed that spiritual curriculum is needed for this course increases their sensitivity while evaluating patients' spiritual needs and it provides care based on holistic approach. It is suggested that a standardized or real patient can be used in demonstrating spiritual care for better learning effect. Conclusion: The spiritual curriculum is much approved by the first post-graduate year residents. By sharing this teaching experience, it is hoped that more hospice professionals and spiritual care educators are inspired while designing and teaching spiritual curriculum to enhance the spiritual care knowledge, attitudes and skills of clinical doctors.