Metacognition in medical education

Gönüllü, İpek; Artar, Müge

doi:10.4103/1357-6283.143784

Cited by 18 publications

(13 citation statements)

References 3 publications

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“…This study highlighted that medical students have higher levels of metacognitive abilities. Different studies have reported that medical students usually have high skills of metacognition and academic achievement 26,22,12 than nonmedical or other professional students. These researches have made a comparison between medical students and other students of colleges and found that Metacognition score are different significantly to each other.…”

Section: Discussionmentioning

confidence: 99%

Metacognitive Awareness and Academic Achievement of Medical Students in Different Medical Colleges of Lahore, Pakistan

Iqbal¹,

Akram²,

Gohar³

et al. 2019

IJCMR

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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.

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Section: Discussionmentioning

confidence: 99%

Metacognitive Awareness and Academic Achievement of Medical Students in Different Medical Colleges of Lahore, Pakistan

Iqbal¹,

Akram²,

Gohar³

et al. 2019

IJCMR

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“…It is important to emphasize and acknowledge the importance of metacognitive skills in the teaching and learning process, especially in a medical school. According to Gonullu and Artar ( 6 ), metacognition in the context of medical schools is a concept that attempts to capture the essence of adapting to changes and uncertainties. Hence, students cannot rely entirely on their teachers’ teaching all the time but must be able to plan and utilize the knowledge in a wide variety of tasks.…”

Section: Metacognitive Skills In Medical Schoolmentioning

confidence: 99%

Thinking about thinking: changes in first-year medical students’ metacognition and its relation to performance

Hong

Vadivelu²,

Daniel

et al. 2015

Medical Education Online

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BackgroundStudies have shown the importance of metacognition in medical education. Metacognitive skills consist of two dimensions: knowledge of metacognition and regulation of metacognition.AimThis study hypothesizes that the knowledge and regulation of metacognition is significantly different at the beginning and end of the academic year, and a correlation exists between the two dimensions of metacognitive skills with academic performance.MethodsThe Metacognitive Skills Inventory comprising 52 Likert-scale items was administered to 159 first-year medical students at the University of Malaya. Students’ year-end results were used to measure their academic performance.ResultsA paired sample t-test indicated no significant difference for knowledge of metacognition at the beginning and end of the academic year. A paired sample t-test revealed significant difference for regulation of metacognition at the beginning and end of the academic year. A very strong correlation was found between the two dimensions of metacognition. The correlation between knowledge and regulation of metacognition with students’ academic result was moderate.ConclusionsThe improvement in students’ metacognitive regulation and the moderate correlation between knowledge and regulation of metacognition with academic performance at the end of the academic year indicate the probable positive influence of the teaching and learning activities in the medical program.

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“…Metacognition is a higher-order mental process used to plan, monitor, and evaluate one's awareness of information processing and performance, and denotes critical selfrecognition of thinking, learning, and doing. 2,3 Simply defined, metacognition is thinking about one's thinking. 4 Instilling metacognitive skills is vital in preparing the next generation of pharmacy students to face challenges after graduation, as the health care field continues to transform at an exceedingly fast pace and the need for continuous relearning and mastery of material is necessary.…”

Section: Introductionmentioning

confidence: 99%

Assessment of Learner Metacognition in a Professional Pharmacy Elective Course

Steuber

Janzen

Walton

et al. 2017

American Journal of Pharmaceutical Education

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Objective. To investigate the effect of strategic feedback and metacognitive processes on learners' ability to predict performance and improve self-awareness. Methods. Strategic faculty and peer feedback, as well as self-assessments, were implemented in a professional pharmacy elective course throughout the semester, focused on three case-based oral presentations. After each presentation, students utilized an objective rubric to determine self-predicted and peer-predicted scores. Actual scores from faculty were compared to students' predicted scores. Results. Students' ability to predict presentation scores did not improve over time; however, students were able to accurately estimate performance in certain rubric sections on individual presentations (depth of problem, presentation). Students were generally overconfident in predicting their performance. When broken down into tertiles, top performing students were more accurate in their self-assessments compared to bottom performing students. Bottom performing students were highly overconfident in their assessment. Conclusion. Self-awareness is essential for professionals, though difficult to cultivate and improve in one semester. Incorporating longitudinal, continuous feedback and metacognitive skills may help learners become more aware of their own performance and devise a plan for enhancement.

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Metacognition in medical education

Cited by 18 publications

References 3 publications

Metacognitive Awareness and Academic Achievement of Medical Students in Different Medical Colleges of Lahore, Pakistan

Metacognitive Awareness and Academic Achievement of Medical Students in Different Medical Colleges of Lahore, Pakistan

Thinking about thinking: changes in first-year medical students’ metacognition and its relation to performance

Assessment of Learner Metacognition in a Professional Pharmacy Elective Course

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