在高等教育中，線上問題導向學習（Online problem-based learning, OPBL）是廣泛應用於各類學科且眾所周知的教學或學習方法。OPBL為學生提供了一個機會進行深入而有意義的學習，並透過非結構化的和實務問題來進行小組型式的協作學習。OPBL促進且誘發學生參與更多實際問題的推論性思考，並進行自主學習或小組討論，而增進新知或修正舊有知識以增強他們在實務領域中解決問題的能力。目前，針對OPBL教學使用維基系統支援小組成員之間共同編輯和溝通的相關文獻，似乎仍有不足。特別是，少有研究有針對實習情境評估OPBL教學方法的能力，因為它們增強了實習生的互動或溝通 (例如，社會認同、人際信任和關係承諾)，對他們在實習計劃期間的知識建構過程的影響。因此，本研究整合社會資本理論、社會認同理論和承諾信任理論來建構形成型的研究模型，並採用準-實驗方法來進一步探討實習生的互動對實習生知識分享（knowledge sharing behavior, KSB）行為和感知OPBL績效的影響。本研究以台灣南部地區的醫療保健大學選修實習課程的學生為對象來執行實驗和收集樣本，同時使用偏最小平方結構方程模型（Partial least squares structural equation modeling, PLS-SEM）及IBM SPSS軟體來分析所收集的數據。研究結果將有助於提高相關利害關係人瞭解OPBL應用於實習課程中的有效性，期以這些議題在醫療保健教育文獻中並受到重視。

In higher education, online problem-based learning (OPBL) is a well-known teaching or learning method widely applied in various disciplines. OPBL provides an opportunity for students to develop an in-depth and meaningful with a small group of collaborative learning through authentic or ill-structured problems. It promotes students’ participation or induces students to engage in more inferential thinking with self-directed learning or group discussion, creating new knowledge and revising prior knowledge to enhance their problem-solving competencies in real-world situations. Regarding the OPBL teaching, using the wiki system as a tool to support co-authoring and communication among group members in related literature appears insufficient in current research. Particularly, few studies have assessed the competencies of the OPBL teaching method as actually strengthening interns’ interaction or communication (i.e., social identification, interpersonal trust, and relationship commitment), influencing their knowledge constructive progression in the internship context. Therefore, this study integrates the social capital theory, social identity theory, and commitment-trust theory as the lens to build a formative research model and adopts a quasi-experiment approach to examine whether the interns’ social interaction influencing their KSB and perceived OPBL performance. The survey data collected from 187 interns enrolled in internship courses in healthcare higher education in the south of Taiwan. The survey data were analyzed using partial least square structural equation modeling (PLS-SEM) and IBM SPSS package software. The results can contribute to stakeholders understanding the effectiveness of OPBL in internship educational programs and theoretical discussions, which is an under-addressed issue.

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