Aims: Limitations in clinical learning have increased the need to review learning methods. This study was performed by with the goal of evaluation of the effect of different injection methods teaching by simulation with simulated patient on learning and anxiety level of medical students.

Methods: This quasi-experimental study was done in 179 students of injection course of Arak University of Medical Sciences in 2010 that were selected based on census method. Demographic questionnaire, Beck anxiety test and the checklist of injection status were used to gather data. After theoretical and practical education of all students, they randomly allocated into two intervention and control groups (n=87). Intervention group was taken under extra education with standardized patients. Data were analyzed using SPSS 17 software and independent T and Spearman correlation tests.

Results: The mean of injection skills rate of students was 72.4±4.7 in educational group and 58.1±6.1 in control group (p<0.0001). The mean of students’ anxiety levels during the injection was 9.3±2.9 in educational group and 16.8±7.3 in control group (p<0.0001). Increasing the learning level in educational group led to significant increasing of satisfaction rate.

Conclusion: Assimilation the education of injection skills with simulated patient despite of increasing the mean of learning and decreasing the anxiety levels during injections, increases medical students’ satisfaction level.