comparison of problem-based learning and lecture methods on teaching and learning satisfaction: a quasi-experimental study

Introduction: students’ cognitive capacities are enhanced via the implementation of innovative pedagogical practices, which in turn motivate them to apply their reasoning abilities to solve issues more efficiently and with better quality. therefore, the current study was conducted to compare problem-solving learning (pbl) and lecture methods on the level of satisfaction with teaching and learning. materials & methods: this was a quasi-experimental research which done in the ilam university of medical sciences in the 2022 by a study sample consisting of forty emergency medical associate students by convenient sampling approach and random allocation to control and intervention groups by dice-throw. the tools also included questionnaires on demographic information, satisfaction with teaching, and learning rate, which were completed before and two weeks after the end of the intervention. descriptive and analytical tests were done in spss v.16 by considering alpha at the level of 0.05.findings: the mean and standard deviation of the total age of the participants was 20.09±1.14. before intervention, there wasn’t any significant difference in learning satisfaction and learning rate between two groups. however, after intervention, there was a significant difference in learning satisfaction and learning rate between two groups (p=0.003 and p=0.001).conclusion: teaching by problem-solving methods has increased the satisfaction of teaching and improved the learning rate of students.