Introduction: To determine medical students' metacognitive awareness and its impact on their academic performance. Study design: Cross-sectional analytic study. Place and Duration of Study: Two different private medical College's from Lahore. From March 2016 to September 2016. Material and Methods: Study was done among second year students of two private medical colleges in Lahore. Students' first year academic achievement information was collected and they also filled the semi-structured questionnaire on metacognition regulation by the metacognitive awareness of reading strategies inventory (MARSI) based on three dimensions of metacognition (GLOB, SUB and PROB). Simple random sampling, a type of probability sampling was used for this study. The data were entered in SPSS 20, Metacognitive score was taken as an independent variable while academic performance (first professional part 1 results) was the dependent variable. For descriptive data, mean and standard deviation were used. For categorical data, percentage and frequencies were used. Pearson correlation coefficients were calculated to examine the item-total score correlation Result: A total 232 students participated. The reliability coefficient of MARSI was 0.88 and there was strong correlation among all dimensions of Metacognition score and academic achievement with Correlation coefficient value was 0.257 (p<0.01). Medical students of different colleges have almost equal (college 1 std. deviation 109±15.3, college 2 std. deviation 110.6±17.3) Metacognition levels. Conclusion: All dimensions of metacognition are positive and strongly correlated with each other's. Higher the score in one dimension will cause positive change in other dimension score and vice versa. Overall it would be beneficial for the trainers and other mentors that to work on one dimension and it would also cause positive impact on other skills and strategies.
The aim of this study was to investigate the current opinions of undergraduate Medical students at the Pak Red Crescent Medical College of Pakistan in respect to information communication technology (ICT), by implementing e-learning system by mixing different strategies, start the e learning program first time on regular bases and then assess the feedback by MBBS Medical students from the first, second, third, fourth, and fifth year and they were asked to complete a questionnaire presented in a e-docs at the end of the sixth week of the e-learning during the lock down due to covid-19 pandemic. Students give a mix response, they feel difficulty to understand medical education first time online but later on they enjoy the whole learning process especially non clinical subjects and e feedback results shows, and Students do not want e-learning as replacing traditional instructor-based training but as a additional component to it, forming part of a blended-learning strategy. Assessments are quickly assessed and quick respond and less chance of cheating. A major disadvantage of early e-learning system, it only covers the cognation process, skill and attitude component of medical teaching and training is not fully taught and hands on activities are impossible to assess through e-learning.
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