The purpose of this study was to investigate the perceptions of teachers to the learning objectives (specific behavioral objectives, SBO) of their own specialty subjects at real educational situation and also to examine how and when teachers use the SBO. A questionnaire was constructed through a series of discussion at the task force meetings. Opinions from the members were gathered and a list of 21 items of question was generated and finally rephrased each question item to make 20 closed-type and 1 open-type questionnaire. The questionnaires were administered to all the faculties who have been engaged in teaching a subject of basic medical sciences. Although the response rate of the questionnaire was 43%, fairly even distribution of rank proportion of responded faculties were analyzed that could give strong convince of acceptable level of the results. The analysis showed that most of the faculties have fairly high perceptions to the necessity of SBO in teaching situations, while only 25% of thorn administered the SBO to their students. About 33% of the responded faculties construct SBO individually, and 25% have joined to a group work in their own department. A booklet, "Specific Behavioral Objectives in Basic Medical Sciences", has been well known and 85% of them used the booklet as a reference to make their own SBO. 65% of the faculties keep the booklets and the remaining groups answered that they don't have it although some of them have been seen it before.
