本研究主要目的是針對大學醫護學生的人格特質進行比較分析，進而探討與課程學習的適配性、在『跨專業學習』及與未來畢業後醫療團隊中不同的醫護『職涯角色』之連結。本研究對象是某醫學大學的醫學系、護理系及老護系一年級的245位學生，採用『賴氏人格測驗』為測量工具，本測驗共130題，構成十二項人格特徵量表，依據測驗結果再將12個量表在等級上的位置分為ABCDE五種人格類型。研究結果發現護理學院學生的人格特質與醫學系學生有所不同，其中以平均型（A： Average）、領導型（D： Director）或怪僻型（E： Ecocentric）三類型差異較為明顯。至於醫護生人格特質差異與其所開設之課程內容之適配性方面，本研究發現醫學系學生的人格特質較護理學院學生在領導特質比例較弱些，然而醫學系學生的課程中，與領導能力培養相關的課程卻很有限，護理學院學生人格特質雖較傾向領導類型特質，然而在醫療團隊中，護理人員則較為醫療團隊中的配合與協調者角色。因此對護理學院學生而言，建議在大學護理學院宜多強調人際溝通與團隊合作及情緒管理相關課程。The main purpose of this research is to discuss different personality traits among medical and nursing students and to develop the current situations about academic learning for medical and nursing students in a university with a view to discussing the possibility of 'interprofessional learning' for medical and nursing education, and the future possibility of different health care within medical team members after graduation from the 'career roles' link. This research subjects are 245 first year medical and nursing students from a medical university. The research tool is 'Ly personality test' for measurement. This test has 130 questions and 12 scales divided into ABCDE five personality types. The research found that personality traits of nursing students and medical students are different in A (Average), D (Director) or E (Ecocentric) three types. Regarding the content of academic learning, the research found that for medical students the academic learning courses about leadership or management are limited. Although the personality trait of nursing students showed more tendency in leadership, nursing students play more coordinating and cooperative roles when they graduate and join the medical team. Therefore, it is necessary for nursing students to take more academic courses about communicative and cooperative skills.