Introduction: Evaluation is the most sufficient approach to improve the quality of education. In order to reach this goal, there have been many tools that one of them is logbook. Present study aims to estimate the effect of using logbook on students’ satisfaction and clinical evaluation in Hamadan University of Medical Sciences in 2013.

Methods: In this interventional study, 33 students were involved. The assessment content and face validity of the statistical forms and the questionnaire were approved by the members of the faculty. Cronbach’s alpha coefficient was obtained 97.0 for forms and 91.0 for questionnaires. The results were compared. Data was analyzed by SPSS 16 with T-test and Pearson correlation coefficient.

Results: Mean score of students’ satisfaction from evaluation by logbook was 2.55±0.62, mean score of students’ self-evaluation was 2.96±1.03, evaluation score of first instructor was 2.81±1.03, evaluation score of the second instructor was 2.74±1.01and also evaluation score of both instructors was 2.77±1.01. The results showed significant correlation between students’ self-evaluation scores and evaluation scores of both instructors, between students’ satisfaction and their mean self-evaluation scores, between students’ self-evaluation and evaluation score of both instructors and students’ academic marks. However there was a significant inverse correlation, between student’s satisfaction and evaluation score of both instructors (P<0.05).

Conclusion: According to the students’ satisfaction of using logbook and the same scores of self-assessment between students and teachers, one can suggest this approach in clinical education owing to its effectiveness, objectiveness and acceptability.