Nowadays, using educational methods which enhance student's participation in learning process is concerned. Hence, this study aimed to evaluate the effects of PhD students’ teaching in Tabriz health services management department. This survey was a descriptive-analytical study conducted with the participation of 107 B.Sc. students via researcher-made questionnaire and census methods. For assessing content validity, CVR and CVI indexes were calculated as 89% and 91%, respectively; and for assessing its internal consistency or reliability, the Cronbach’s alpha was approved and calculated as 0.88. The data were reported as frequency (percentage) for qualitative variables and for quantitative variables by mean (SD); then the significant differences among collected scores in domains studied and various educational inputs were observed. Afterwards, the results indicated that students trained had a positive attitude regarding PhD students as assistant teachers in different domains, because the half of participants almost 54 percent had high satisfaction toward this educational approach while others had generally moderate satisfaction. According to total scores obtained from the dimensions including thesis advising, teaching practical and teaching theory, 108.53, 99.87 and 94.57 percentages were estimated, respectively. To this end, educational approach was considered as the greatest advantage in the scope of advising thesis projects, and the lowest advantage in the domain of teaching theory. Moreover, this system has been able to improve over time only in the domain of teaching internship (P<0/05), without considerable positive changes in the other areas (P>0/05). The information of inquiries showed that PhD students have been highly satisfied with the implementation of this system, moreover, its benefits have been considered as acceptable. No doubt, the proper implementation of this system in similar areas can bring about significant results