Tehran University of Medical Sciences Archives of Anesthesiology and Critical Care 2423-5849 11 3 2025 01 17 285 290 Pooya Mohamadali Zade Department of Anesthesiology, School of Para-Medicine, Hamadan University of Medical Sciences, Hamadan, Iran. Pegah Arman Department of Anesthesiology, School of Para-Medicine, Hamadan University of Medical Sciences, Hamadan, Iran. Nasrin Shirmohammadi-Khoram Department of Biostatistics, School of Public Health, Hamadan University of Medical Sciences, Hamadan,Iran. Ibrahim Kareem Muhammad Department of Anesthesiology, School of Para-Medicine, Hamadan University of Medical Sciences, Hamadan, Iran. Siavash Sangi Department of Anesthesia Technology, School of Allied Medical Sciences, Iran University of Medical Sciences, Tehran, Iran. Mobin Arian Department of Anesthesiology, School of Para-Medicine, Hamadan University of Medical Sciences, Hamadan, Iran. 2024 10 20 2024 11 02 Background: The skill of intubation is one of the most important technical skills for anesthesia nurses, as it can be a lifesaver in times of crisis. Learning by observation (a method in which the learner observes the teacher and learns the skill through watching) and self-directed learning (the learner identifies their needs using their creativity, sets goals, and learns the desired skill through trial and error) are effective methods for learning technical skills. This semi-experimental study aimed to compare two methods, observational learning and self-directed learning, in improving technical skills in nurse anesthetists. Methods: Nurse anesthesia students (n=60) were divided into two groups: Group A (n=30) and Group B (n=30). Group A experienced learning through the self-directed method, while Group B learned through observation and attempted to acquire skills by observing the instructor. All students were then evaluated and scored using the intubation checklist. The collected data were analyzed using SPSS version 16.0 software and presented as mean ± standard deviation (P value< 0.05). Results: The data showed that there was no significant difference between the two groups in terms of demographic indicators. According to the results, both observational learning and self-directed learning can improve the learning of intubation skills in students. Self-directed learning led to a greater improvement in intubation scores for students (P value=0.001). But there was no significant difference between the two methods in terms of the need for frequent intubation. Conclusion: Both observational and self-directed learning methods can be useful in improving students' technical skills, but the use of self-directed methods may be more effective. https://aacc.tums.ac.ir/index.php/aacc/article/view/1110