目的：此研究在建置教學式桌遊之訓練模式，並探討其運用於在職藥師訓練之成效。
方法：依循醫學教育課程發展之六個步驟，設計以桌遊為學習方式之用藥評估訓練課程，完成教學式桌遊模組「藥師的合作與競爭」。以隨機對照平行試驗進行學習成效評估，納入教學醫院執業藥師16 名，依年資及臨床經驗分層抽籤分派至桌遊組及課堂授課組後，依序進行氣喘、感染及缺血性心臟病三個主題之教育訓練。主要評估指標為短期知識及長期知識保留之學習成效。次要指標則是以自行設計之問卷瞭解學習動機的改變。
結果：三個主題之訓練前測驗成績兩組無顯著差異。兩組在經過感染及缺血性心臟病的訓練後，短期知識學習成效的結果顯示，後測成績皆顯著較前測高 (p < 0.05)，進步幅度則兩組間無顯著差異；長期知識保留之學習成效，兩組在三個主題皆未達顯著。介入結果對於學習動機的改變無顯著差異 (p = 0.72)。
結論：依循醫學教育課程發展之六個步驟所設計之教學式桌遊模組，運用於藥師在職教育的感染及缺血性心臟病臨床主題訓練時，與課堂授課相同，皆能增加短期知識的學習成效。

Objective: Our study is to establish an educational board game and assess its training efficacy in a pharmacist continuing education program.
Methods: A module of a board game named Pharmacists’ Collaboration and Competition was developed for a drug evaluation training program through six steps of curriculum development. A parallel randomized controlled trial was designed to evaluate the training efficacy. Sixteen pharmacists in a teaching hospital were stratified by job tenure and clinical experiences, and then they were randomly allocated to the board game group or lecture group. Each group received training on three disease topics (asthma, infection, and ischemic heart disease) in sequential order. The primary outcomes were short-term knowledge improvement and longterm knowledge retention. The secondary outcome was the changes in motivation as measured using a self-designed questionnaire.

Results: The pretraining scores were not significantly different between the two study groups in all three training topics. Compared with the pretraining scores, the posttraining scores for the short-term knowledge of infection and ischemic heart disease topics were significantly improved in both study groups (p < 0.05). However, this improvement did not differ between the study groups. The long-term knowledge was not retaining in both study groups on the three topics. Moreover, no significant association existed between the intervention and changes in motivation (p = 0.72).

Conclusions: The training efficacy of our educational board game for the pharmacist continuing education program was as good as that of the traditional lecture training program in terms of short-term knowledge of the topics of infection and ischemic heart disease.