研究目的：推動預立醫療自主計畫（Advance Care Planning, ACP），需要醫護人員接受足夠且有效的訓練，以便能適時開始與患者及家屬進行完整的討論。而團隊導向學習（Team-Based Learning, TBL），利用小組討論之方式，促進學員間經驗之交流與學習之參與度，正可以作為提升醫護人員推動ACP之有效學習模式。材料與方法：分別以傳統大堂課教學及團隊導向學習之方式，舉辦大型之預立醫療自主計畫研討會。會後以問卷填寫之方式，比較兩種授課方式之學員，對於學習成效、學習方法之接受度與課程滿意度之差異性。結果：共有199位學員參與此系列之研討會，其中73位接受傳統大堂課之訓練模式，另外126位則接受團隊導向學習之訓練。相較於傳統授課方式，接受團隊導向學習訓練之學員，對課程內容之了解程度較高（86.8% vs 65.7%）且普遍認為有助個人之反思（93.7% vs 88.6%），至於整體課程滿意度及課程內容是否對專業有所助益，則與傳統課程在統計上之差異性不大。結論：在有限的時間內欲達成最佳之訓練成效，團隊導向學習應是在推動醫護人員熟習預立醫療自主計畫時可考慮之有效學習模式。

Purpose: The barrier of promoting ACP in clinical practice is the lack of training for ACP communication. Team-Based Learning (TBL) is a teaching method that can enhance experience sharing and improving learning efficiency between team members by panel discussion. It can also resolve the dilemma of insufficient trained staffs in promoting ACP. Material and Methods: Several workshops about ACP training either by traditional lectures or team-based learning were developed in 2010-2011. After the workshops, attendees were asked about their learning outcomes, the understanding of ACP different learning methods and their satisfaction about curriculum. Results: A total of 199 attendees participated in the workshop. 73 participants were taught with the traditional didactic lectures, and another 126 were taught by team-based learning. Compared with traditional teaching methods, attendees trained with TBL had higher level of understanding of the contents (86.8% vs 65.7%) and generally considered the more self-reflection (93.7% vs 88.6%). Conclusion: TBL is an effective learning method that can help attendees to be more familiar with the concepts of advance care plan and self-reflection.