Introduction: One of notable initiatives in improving the academic education is to use the abilities of students to learn together in a new and effective system of peer learning. In this regard, Education Development Center in Shiraz University of Medical Sciences proceed to implementation and study of the curriculum and teaching methods course in the form of peer learning for college students of nutrition science and survey the efficacy of this implementation.

Methods: This study was conducted two parts: qualitative and quantitative survey. A quasi-experimental, pre test/post-test research was used in quantitative part. In this study, whole groups of undergraduate nutrition students in courses of study and learning techniques with the help of teachers held a course and took a part in a competition in 15 major subjects of study and learning methods. The study lasted for two-week sessions and whole of nutrition students were included. We used pair t test for comparison pre test and post test in this study.

Results: In the quantitative part of the study, the results showed a significant difference between pre-test (0.0346±0.108) and post-test scores (0.809±0.187) of the students. This means that the level of knowledge of students, who participated in this course, has significant difference before and after the peer learning course (pair t-test= 1.010, p= 0.002). The results of the quality survey of the training course also indicated satisfaction of participants and necessity of teacher’s presence and control at courses.

Conclusions: The results of this study confirm the results of the previous studies emphasizing numerous positive effects of the peer learning methods in the academic community. The results also suggest that peer learning is effective to enhancement of the students' confidence and learning. Peer learning also helps to develop their future responsibilities.