Aims: In the previous studies, the student's participation in teaching is effective in academic achievement enhancement communication skills achievement. The aim of this study was to compare the participatory teaching methods with traditional methods in students’ academic achievement and satisfaction.

Methods: This quasi-experimental study was done on 21 third-year Nursing students of the Sabzevar University Forensic Medical course in 2013-14. The first 8 session was lecture and the second 8 session was participatory. At the end of each method, scientific tests with the same level of difficulty was held and the students were completed the satisfaction questionnaire which its validity and reliability had been confirmed. Data analysis was done by SPSS 16 and independent-T test.

Findings: The mean score of the participatory method was significantly higher than the lecture method (p<0.0001). Of the students’ view participatory method leads to increase in learning motivation (66.6%), intimacy and students’ communication (80.1%), group discussion inside and outside the classroom (81%) and learning (80.9%). Also, the total mean of satisfaction was higher in the participatory group significantly (p<0.0001).

Conclusion: The new participatory methods in the theory classes of Medical University can enhance students’ learning and understanding and improve their communication skills level.