<p class="a"><strong>Purpose:</strong> Compare the effects of problem-based learning (PBL) method with traditional lecture in the skill of giving medicine to newborns in nursing students.</p> <p class="a"><strong>Background:</strong> PBL has attained a high educational level, because PBL is now generally believed to be an effective educational method, which can have a profound effect on enhancing students competency in practical and theoretical skills.</p> <p class="a"><strong>Methods:</strong> In this quasi experimental study, 29 fourth and fifth semester female students who were passing training in the neonatal ward were selected randomly in to PBL (n=14) and LBL group (n=15) and trained regarding the skill of giving medicine to newborns. Data were collected using two checklists for cognitive and psychomotor skills and two question-<br /> naires regarding the students’ viewpoints about self-assessment and self-improvement also students' satisfaction.</p> <p class="a"><strong>Results:</strong> The level of knowledge in the PBL group was significantly higher than that of students in the lecture group (<em>p</em> <0.001). There was a significant difference between the students’ cognitive and psychomotor skills scores in the lecture based learning group before and after learning (<em>p</em>=0.000, <em>p</em>=0.001, respectively). However for the PBL group there was only a significant difference between performance before and after learning (<em>p</em>=0.002). Also, there was a significant difference between cognitive learning scores before learning as well as a significant difference between post learning performance scores in the two groups (<em>p</em>=0.008). We found a significant difference in the post learning phase between students’ viewpoints (<em>P</em><0.001) and a significant difference between students’ satisfaction in the pre- and post-learning phase in the PBL group (0.002).</p> <strong>Conclusion:</strong> Students in the PBL group gained more knowledge and had higher motivation toward learning compared to students in the lecture group. Therefore it is suggested that with more deep studies, changes of using the method of teaching upon PBL instead of common method, could be re considered.