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Background & Objective: Reflective learning is one of the most important learning models because it is based on the student's own experiences and is based on self-directed learning. This study aimed to investigate the effectiveness of reflective learning on scrub and circular skills in operating room students at the Iran University of Medical Sciences. Material & Methods: The current research is a quasi-experimental pretest-posttest control group design. The research population consisted of 60 students in the 3rd and 5th semesters of their bachelor's degree in the operating room who were randomly assigned to two training groups: one that used the reflective learning approach and the other that used the conventional university method. The skills of the correct principles of scrub and circular were measured in both groups before and one week after the intervention using an objective structured clinical test (three stations). The research instrument was a researcher-made questionnaire that was valid and reliable. The data were analyzed by SPSS version 22. Results: The two intervention and control groups were homogeneous and similar in terms of demographic characteristics (p > 0.05). The intervention group (reflective learning) demonstrated a significantly higher mean score in scrub and circular skills compared to the control group (traditional learning) (p < 0.05). Conclusion: The results of the present study showed that the reflective learning teaching method has been able to significantly improve post-test scores. So that, with a structured and coherent guide for reflection, students can move beyond the description process to deeper levels of reflection and, thus, learning. [ABSTRACT FROM AUTHOR]

Background: One of the most important indicators of the quality of education and academic achievement is students' academic engagement, and the progress of using online education has fundamentally changed the learning-teaching processes Therefore, the aim of this study was to compare the effect of two methods of online education based on Sweller's cognitive load theory and online education in a conventional method on the academic engagement of medical students in anatomy., Methods: The present study was a quasi-experimental study with two groups not identical to the before and after design. To collect information, the Shuffle and Becker academic engagement questionnaire with Cronbach's alpha of 0.85 was used. The subject was 104 basic science students. General medicine students were divided by non-random method into two groups of intervention (n = 52) and control (n = 52). After the intervention, a post-test was taken. After collecting data, this data was entered into SPSS software version 24., Results: The results of the independent t-test showed that there is a statistically significant difference between the mean scores of academic engagement in the control and intervention groups after the intervention and also, the results of the dependent t-test showed that online teaching of anatomy course based on Sweller's cognitive load theory has a positive and significant effect on medical students' academic engagement., Conclusion: Considering the results of this study and the significant effect of online education based on cognitive theory, it is suggested that teachers and educators be educated about the basic principles of load cognitive theory so that they can apply these principles due to the limited capacity of active memory., Competing Interests: The authors declare that they have no competing interests., (© 2023 Iran University of Medical Sciences.)