本研究為探討自製影音教材對藥學生生理學課程學習成效之影響，研究對象為109學年度上學期藥學系二年級修習進階生理學學生，數位影音教材使用PowerCam軟體錄製，錄製後上傳至大仁iLMS數位學習平台供學生觀看。調查方式採匿名進行問卷調查，上課第一週發放前測問卷並介紹課程內容，第2週至第16週介入數位影音教材輔助教學，第17週發放後測問卷，問卷內容包含知識與技能、學習喜好與學習成效等分項，使用Microsoft Excel與SPSS 22.0進行統計分析。研究發現二年級藥學生生理學總修課人數共214人，男女比率約4:6，共5734次觀看，觀看時數約15715小時。自製影音教材介入後，知識與技能得分顯著優於學習前，學習喜好與學習成效得分皆介於「非常瞭解」和「瞭解」之間，顯示影音教材輔助教學介入確實可提升藥學生生理學知識與技能、學習喜好與成效。總觀看次數以及總觀看時數對學習成效呈現高度相關，且皆有顯著差異，顯示線上影音教材介入與學習成效具有正相關性。再者，本研究亦發現有影音教材教學介入的學期總成績平均值(71.6分)和被當率(10.2%)皆顯著優於去年輔助教學未介入之學期總成績平均值(65.6分)和被當率(19.5%)。綜上所述，將數位影音教材運用於生理學課程後，對藥學生具有正面回應與成效，建議未來可運用多媒體教學策略於其他基礎醫學課程，提高學習興趣與學習成效。

The purpose of this study is to analyze self-made audio-visual teaching materials of Physiology course’s learning effectiveness to pharmacy students. This study object is the first semester of the 109th Academic Year of the sophomore students who need to take「Advanced Physiology」as required course in Department of Pharmacy in Tajen University. Digital materials were recorded with the PowerCam software and uploaded to the Tajen iLMS E-learning platform for students to watch. The survey is conducted with anonymous questionnaire. The pre-test questionnaires were distributed during the first week of class and the relevant content was introduced. From the 2nd to the 16th week, the digital materials-assisted teaching was imported to the course, and the post-test questionnaire was distributed in the 17th week. The questionnaire included three main parts: knowledge and skills, learning preferences and learning efficacy. Data were encoded and analyzed by using Microsoft Excel and SPSS 22.0 computer software. The study found that a total number of 214 sophomore students took the Physiology course, with a male-to-female ratio of about 4:6. There were 5,734 views, and the viewing hours were about 15, 715 hours. After the import of self-made audio-visual teaching materials, the scores for the knowledge and skills were significantly higher than those before importing, scoring rate of learning preference and learning efficacy were between 「Strongly understand」 and 「Understand」, indicating that digital materials-assisted teaching can indeed improve the knowledge and skills, learning preference and learning efficacy of pharmacy students. The total number of views and total viewing hours are highly correlated with learning efficacy, and there are statistical difference, indicating that the intervention of online audio-visual teaching materials have a positive correlation with learning efficacy. We also found that after importing of self-made audio-visual teaching materials, the average semester total score (71.6 points) and fail rate (10.2%) were significantly better than the average semester total score (65.6 points) and fail rate (19.5%) of non-importing last year. In summary, after importing digital teaching materials to Physiology course, it has positive response and effectiveness for pharmacy students, can improve students' knowledge and skills, learning preferences and learning efficacy. It is suggested that multimedia teaching strategies can be used in other basic medical courses in the future to improve learning interest and learning efficacy.