Introduction: Since the topic of water and electrolyte disorders in the field of medical sciences is a very important topic and this issue in anesthesia students compared to other students due to the nature of Anna's field is several times more important, we decided to study the present study with the aim Experiences of electrolyte and acid-base disorders teaching in anesthesia students.
Material and Methods: This study was conducted as a clinical experiment in Tabriz University of Medical Sciences with the participation of anesthesia students (before the internship). The relevant professor conducted the topic of water and electrolyte disorders in two ways of group discussion (problem solving) with the method of lecture on clinical reasoning for students and finally their scores were compared with each other.
Results: A covariance analysis model was used to investigate the relationship between different factors and clinical reasoning score. The results show that there is only a significant relationship between pre-internship score and clinical reasoning score (p-value <0.05).
Conclusion: In this study, it was found that in comparing the two methods of teaching lecture and problem solving, although the amount of learning in the two methods did not show a statistically significant difference, but the interns' clinical reasoning scores in the problem solving method were higher than the lecture method.