Objectives: Lecture method is one of the oldest teaching methods which are used by many teachers in Iranian universities of medical sciences and other countries in the worlds. As, this method emphasizes on lecturer effect, it is assayed and discussed by some of researchers who work on education area. On the other hand, some carried studies did not find any significant difference between effect of cooperative and lecture teaching methods on students' learning. So, the study was carried out to determine comparison effects of the cooperative and lecture teaching methods on the learning of the students.
 Methods: This experimental study was carried out on 36 family health (18 girls) and diseases control (18 boys) students intheHealth School of Lorestan University of Medical Sciences. The students were matched and categorized into two groups; lecture and team effect of design (TED) as a cooperative teaching method (9 females and 9 males in each group). After 8 two- hour sessions (during 8 weeks) of instruction, a four choice exam (20 questions) was executed. Mann-Whitney test was used to compare mean scores of the two groups.
Results: In nutrition course, 16 students of cooperative method group and 15 (88.9%) persons of the other group were participated in the exam. Mean± SD of their score was 7.7±2.9 and 8.3± 2.4, respectively. Differences were not significant.
Conclusion: There was not seen any significant difference between TED and lecture teaching methods in getting score. Of course, more studies about this matter is necessary.