Regarding to development of basic science and new methods in biochemistry in recent years, practical biochemistry contents should be optimized (1). Therefore, re-attitude biochemistry course contents in medical schools has paralleled worldwide trends a moved from current status is needed (2, 3). As reported by investigators many medical schools around the world have reformed their medical curriculum in recent years (2). Many authors are convinced that students learn more effectively if the knowledge and skills they acquire are inserted and contextualized in relevant real-life, problem based situations (3). Previous studies demonstrated that biochemistry course content is now incorporated into the clinical beneficial, therefore the evolution of students in many countries has occurred (4).

In this respect, the purpose of the current study was to evaluate biochemistry laboratory course contents in medical, dentistry and Para-medicine faculties from view points of the students. This descriptive study was performed in years 2010-2013. Questionnaire contained items about appropriateness of biochemistry laboratory contents for students. The first section of questionnaire determines the effectiveness of biochemistry laboratory contents and the factors influence on it. The second section indicates the application of biochemistry laboratory contents, and the third parts of questionnaire demonstrate the laboratory time spent of biochemistry laboratory course contents. For this purpose three faculties were selected. First, Faculty of Medicine (50 medical students), second Faculty of Dentistry (50 dentistry students) and third Faculty of Para-medicine (50 laboratory science students) were selected. At least 50 students were selected from each faculty and they received a questionnaire. All students were randomly selected to receive a standard questionnaire designed to evaluate their opinions about biochemistry laboratory course contents. The students were asked to rate these questionnaires using a system of 0 through 4, with 0 representing a much less important and 4 representing