PURPOSE: The aim of this study was to evaluate the effect of student question-centered lessons for bi-directional faculty-student communication. METHODS: This study performed one-group pretest-posttest design; participants were university students majoring in health science (nursing 58, physical therapy 45) in city C. Data was collected and the program was conducted from March 3 to June 14, 2014. Measurements employed were the ARCS model of motivational design, self-assertiveness, learning satisfaction, and interpersonal relationship. Data was analyzed through frequency statistics, descriptive statistics, and repeated measurement of one-way analysis of variance with the SPSS 19.0 program. RESULTS: In this student question-centered lesson participants exhibited significant enhanced satisfaction in terms of learning motivation, learning satisfaction, self-assertiveness, behavioral assertiveness, general assertiveness, and sensibility regarding interpersonal relationships. CONCLUSION: The results suggest that student question-centered lessons are applicable to a variety of subjects. Also, for comparative purposes, a faculty-centered lesson will be undertaken.