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Multi-lecturer course is one of the common teaching methods in Medical Sciences. The implementation of this method has always proponents and opponents. The present study aimed to assess the view point of the students of Babol University of Medical Sciences about multi-lecturer courses. Methods: This descriptive cross-sectional study was performed in 2013. The study population was the students of B.S. and M.S. of Babol University of Medical Sciences that experienced at least one multi-lecturer course. Sampling was done in simple method and among those who interested in participating in this research. The data were collected via a data collection form designed by the researchers, including 20 questions. The data were analyzed using descriptive statistic and analytical statistics such as independent t-test and one-way ANOVA through SPSS. Results: Of one hundred and eighty students participated in the research, Sixty two percent were female and 65 percent were the students of B.S. Around eighty four percent of the students experienced a multi-lecture course in the current semester and 93.3 percent had experienced the course in the previous semesters. Approximately half of the students (51.1%) stated that multi-lecturer courses were undesirable. The following main reasons were mentioned: the lecturers did not follow the sequence of curriculum content, in addition, there were an excessive increase of the volumes of the materials and also repeated materials were presented by the lecturers. More than half of the students (58.9%) preferred not to select multi-lecturer courses if given the chance. Conclusion: In accordance with the reluctance of most of the students to pass multi-lecturer courses, it is recommended not to use this method. Furthermore, on the condition that it is inevitable, the lecturers should follow the curriculum in order not to presenting repeated materials and avoid the unnecessary course content.

Assessing the Students ’ Viewpoint about teaching a course by several lecturer in Babol University of Medical Sciences