In recent years, physical examination skills are increasingly important in the health care professions, and effective and sustainable learning of these skills has been one of the main goals of medical education. This study aimed to determine student's satisfaction and learning by blended education of physical examination course. This action research study was accomplished on 15 second semester of medical emergencies students studied at the first semester of academic year in 2013-2014 at Jahrom University of Medical Sciences; all students participated in course of physical exam that educated through blended education. Afterwards, student's satisfaction about blended education was assessed with valid and reliable questionnaire (=0.9); and for evaluating student learning, the participants' scores were compared with the scores of students taught in the previous year, whom was educated with conventional training methods. Therefore, the result of the study showed that all students were satisfied with the implementation of blended education, and agreed and completely agreed with items such as using educational videos makes theoretical content and how to do skills more tangible, and with peer education increases their motivation to learn how to exam. Significant difference in students' scores with blended education and conventional teaching were commonly observable (df =40, t=-2.96, p=0.005); moreover, conventional education illustrated higher scores than that obtained by students in blended education. Combining various methods of education in addition to considering the facilitation role of peers in increasing student satisfaction will promote their motivation to learn provided training.