This study aimed to compare learning effects in terms of deep understanding and maintenance of the related knowledge as a result of participation in a museum educational program held in the Oriental Medicine museum. For this purpose, two programs were compared : One is an experiential educational program which focused on 'hands-on' activities and has been implemented in the museum before this study; the other one is a PBL-based educational program which has been newly developed and implemented for this comparison study. Based upon the analysis of data from three ‘concept mapping' constructed by the participants and their reflective journals, the result of this study showed that description of more specific and detailed acquisition of knowledge were detected from the experiment group. This result means that a program designed by both hands-on and minds-on activities is more effective and desirable than other program in which emphasized was mostly hands-on activities. On the other hand, both groups showed equally effective maintenance of knowledge until a month later after the program. In conclusion, PBL-based educational program is valuable enough to be considered as a learning-teaching model which represents the future directions of the museum educational program designed with balanced combination of both minds-on and hands-on activities.