Introduction: Teaching-learning process is one of the essential topics in clinical education and it requires modern educational strategies. Teaching based on Reflective Education is one of the active learning methods, which helps students to enhance students 'ability and clinical skills in health care professions. Therefore, this study aims to assessing teaching based on Reflective Education on management of preeclampsia in Midwifery students. Methods: In this quasi experimental study with designing in two groups including teaching based on reflective education and traditional teaching before and after education on midwifery students of nursing & midwifery school of Mashhad University of Medical sciences has been done. Statistical population consists of all bachelors' students of Midwifery and MSc students of Midwifery and advisory course. Samples include 60 students from 6th and 8th semester of Midwifery at bachelor degree also 2nd and 4th semesters of MSc students of Midwifery and advisory. We used random sampling of students whom were accessible and willing to participate and divided in two groups randomly. Group of teaching based on Reflective Education and group of learning based on University traditional group teaching method. Management skills of the both groups on preeclampsia has been measured before and one week after intervention by help of Objective Structured Clinical Examination (OSCE) in 6 Stations. Data were analyzed using of Wilcoxon and Mann-Whitney tests through SPSS. Results: Outcomes demonstrate that average skill score between two groups in posttest were different. (p<0.05) which shows significant statistical increment in skill scores of teaching based on Reflective Education group. Conclusion: Teaching based on Reflective Education will enhance the clinical skills of the students in the caring process, which can be used in promoting quality of clinical education.

Introduction: Enhancing critical thinking is a challenge faced in Medical profession. Evaluation of data and choosing proper solution to reach a correct decision needs skillful thinking. One method of critical thinking, is conducive reflective Education to promoting the process of problem solving. Present studies is aimed at determining the education effect based on Reflective Education on critical thinking skills of midwifery students. Methods: this semi experimental study or multi-group of pre and post training study design was performed on 60 midwifery students in Mashhad school of nursing and midwifery in 2016. The samples were selected by the convenience method and were randomly divided into two groups of Reflective Education based group and routine group. Content was similar in both groups. Data collecting tool was Watson Glaser test questionnaire. Students of based on Reflective Education group were trained by Experience writing, feedback, summaries for six hours during two weeks. Students of routine group were trained by lecture for six hours during two weeks. They were filled the Watson Glaser critical thinking test in the before and 1 month after study. Data was analyzed by SPSS software version 16 and descriptive statistical test, Mann-Whitney test, Wilcoxon test, Friedman test. P < 0.05 was considered statistically significant. Result: The results indicated that one month after intervention, critical thinking skills were significantly increased in two groups (P < 0.05) and in critical thinking based group were more increased than routine group. Conclusion: The gained information of this study could be the first step for doing researches to find better ways of intervening curriculum in order to promote critical thinking dimensions.