目的本研究為探討團隊導向學習應用於急診檢傷分級之學習成效。
方法採兩組前後測之類實驗設計法，研究對象為中部某二家緊急醫療能力分級重度級醫院之急診護理人員共40 人，分成實驗組與對照組，每組各20 人。實驗組運用團隊導向學習教學，對照組採傳統教學，課程時間皆為120 分鐘。課前、課後進行檢傷判斷能力評估測驗（檢傷知識、臨床情境應用），兩組課後一個月再次以互動即時回饋系統進行檢傷判斷能力評估測驗，以作為學習成效評估依據。研究收集資料編碼建檔，以SPSS 12.0 統計軟體進行統計分析。
結果護理人員在職教育前之檢傷知識平均為41.75分、臨床情境平均為51.5 分，介入團隊導向學習後，實驗組檢傷知識得分較對照組上升，達統計顯著差異（p<0.05），臨床情境再測及影片情境再測，得分皆高於對照組，達顯著差異（p<0.05），檢傷能力明顯上升，顯示團隊導向學習的良好成效。
結論團隊導向學習與傳統教學都能改善學習成效，但介入團隊導向學習，急診護理人員檢傷判斷能力得分，立即後測及一個月延宕再測，皆高於傳統教學，達顯著差異（p<0.01），故教育訓練介入團隊導向學習，除訓練團隊互動外，記憶儲存之學習效果也維持較長。

Purposes This study aimed to explore the effectiveness of team-based learning of emergency triage classification.
Methods A two-group pre-test and post-test experiment design was adopted. Forty emergency nurses, from two hospitals in Central Taiwan classified as having critical care capability according to the “Hospital Emergency Medical Capability Classification Standard,” were included in this study. They were equally divided into an experimental group and a control group (n=20, each). The former adopted team-based learning in the training, while the latter adopted traditional training. The course lasted 120 minutes. An assessment test of triage classification ability (triage classification knowledge and application in clinical scenarios) was conducted before and after the course. One month after the course, the assessment test for triage classification ability was repeated for both groups using an interactive response system as the basis for evaluating the learning effectiveness. The data collected in this study were coded and filed, and statistical analysis was performed using Statistical Product and Service Solutions version 12.0.
Results Before training , the average score of the nurses’ triage classification knowledge was 41.75 out of 100 points and that of application in clinical scenarios was 51.5 points. After training, the score of triage classification knowledge in the experimental group significantly increased as compared to that of the control group (p<0.05). The retest scores of the experimental group for clinical scenarios and video simulation were significantly higher than those of the control group (p<0.05). The significant increase in triage classification ability suggested that team-based learning has beneficial effects.
Conclusions Both team-based learning and traditional training improved learning effectiveness. However, the emergency nurses’ triage classification knowledge scores in the immediate post-test and one-month delayed re-test after team-based learning were significantly higher than those after traditional training (p<0.01). Therefore, team-based learning in education and training may not only improve team interactions, but also improve learning effectiveness and long-term memory.