摘要：Background and Objective: Clinical biochemistry is one of the courses which have been arranged for pharmacy students.Its deep learning and understanding could be an important foundation for students' expertise.According to the problem in deep learning of this course and in order to generate more interests among affiliate students,the present study aimed to compare the teacher- centered method and active cooperative learning method.Materials and Methods: This quasi-experimental study was conducted on 65 pharmacy students at Isfahan University of Medical Sciences during the first semester of 2012-2013.Some subjects were taught through teacher-centered method and some of them through students' seminars.The students' satisfactory score of cooperative method was calculated by a questionnaire.The mean score of students' final exam was compared with the mean score of pharmacy students who were taught only by traditional method.T-tests and chisquare analysis was used.Results: The satisfactory average score of students in cooperative method was 64%.The average score of the effect of the method on motivating students at biochemistry was 62.2%,in more effective learning was 66.2%,and in motivating students to cooperate in team work was 57%.There was not any significant difference between the final exam scores of the two groups.Conclusion: According to the significant students' satisfaction of cooperative teaching,it is recommended to use interactive teaching methods with student participation that engage them to achieve deep and effective learning.These results could be an incentive to improve teaching methods from "teacher- centered "to "student-centered".
其他摘要：زمینه و هدف: بیوشیمی بالینی از جمله دروسی است که علاوه بر بیوشیمی پایه در کوریکولوم دانشجویان رشته داروسازی برنامه ریزی شده و یادگیری عمیق و تفهیمی آن، می تواند در تخصص حرفه ای داروسازی نقش مهمی داشته باشد.با توجه به مشکل در فراگیری و ماندگار بودن این درس
