Introduction: This study aimed to study the physiology students viewpoints toward coronary artery disease Education by using the inverted class method.
Method: This was a quasi-experimental study with a group and a post-test and done in a cross-sectional method. Population in the study  111 students were physiopathic medical students. The method was as follows After grouping students into groups of six, each group was considered a coronary disease scenario and in the form of virtual content on the university site. Students read the scenario site after a visit, and after a ten-day opportunity, Discussed in a group, and in the next class, they Responding scenarios to related issues. To evaluate students' perspectives from a checklist containing 6 questions Related to more interest in learning and participation, 5 questions related to learning the signs, symptoms, methods of diagnosis and treatment, one question about being more prepared to start an internship and a question about the reduction of anxiety and stress in the classroom was used as a Likert scale.After collecting, data were analyzed using descriptive statistics and Mann-Whitney test using SPSS software (Version 22).
Results: Based on the results obtained more than 90% of students this Educational method was Causing to learn the subject of coronary artery disease. more than 80% believed that this method would increase interest in learning and participation. according to 86.5% of students, this Educational method prepares them for the start of the Internship period of cardiology. 41.8% agreed to reduce stress in the classroom by implementing this method.
Conclusion: Given the general satisfaction of the students of learning by the inverted class method and that makes the students more ready to start the internship period, The use of this Educational method it is suggested.

Keywords: Viewpoint, Coronary Artery Disease Training, Inverted Class, Physiopathology

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