History and Objectives: Due to importance of learning and long-term memory and recent reports emphasizing requirements for learning and due to the importance of anatomy courses on the clinical learning process, the present study was carried out on medical students of Kashan Medical University accepted in 1996 academic year and taking abdominal and thoracic anatomy courses.

Materials and Methods: An experimental study was performed on 56 medical students. Students taking abdominal anatomy were taken as an experimental group and control group was consisted of students taking the anatomy of thorax. Laboratory sessions were held before and after the lecture classes for the experimental and control groups respectively. Mean score for mid-term and final exam and student’s evaluation of the courses were analyzed by Fisher exact and Mann-Whitney test.

Results: Mean score of lecture classes of control group (13.2±3.11 from 20) in comparison to experimental group (15±2.93) was decreased (P<0.005). In addition, total score for the course (Lecture and laboratory, …) for control group (12.8±2.53) in comparison with experimental group (14.3±2.67) are decreased (P<0.004). 67% of students accepted the new educational method and 69% were more comfortable with the new method.

Conclusion: Offering the laboratory (Practical) anatomy sessions before the corresponding lecture classes will facilitate the learning process. Further investigation of the present method with other courses and its long-term effect on learning and cognition is recommended.