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Assessing students' metacognitive skills.

Judy Garrett¹, Martha Alman, Stephanie Gardner

¹University of Arkansas for Medical Sciences, Little Rock, USA.

American Journal of Pharmaceutical Education

|April 13, 2007

Summary

A new diagnostic test measures metacognitive skills in physiology students. Higher scores on the test correlate with better performance, especially for those with prior physiology coursework.

Area of Science:

Medical Education
Cognitive Science

Background:

Metacognition, the ability to understand and control one's own cognitive processes, is crucial for academic success.
Developing effective assessment tools for metacognitive skills in medical education is an ongoing challenge.

Purpose of the Study:

To develop and validate a diagnostic test to assess specific metacognitive skills in first-professional year physiology students.
To investigate the relationship between these metacognitive skills, prior physiology coursework, and performance on a physiology examination.

Main Methods:

Identified key metacognitive skills (visualizing information, interpreting diagrams) relevant to a physiology course.
Constructed test items targeting these skills and assessed overall reliability (0.83) and item discrimination (80% positive).

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Compared performance across groups with varying prior physiology coursework and diagnostic test scores.

Main Results:

The diagnostic test demonstrated good reliability and item discrimination.
No significant difference in diagnostic test scores was found between students with or without prior physiology coursework.
Students scoring high on the diagnostic test and possessing prior physiology coursework achieved the highest physiology examination scores.

Conclusions:

The developed diagnostic test effectively measures specific metacognitive skills in physiology.
Preliminary findings indicate that these metacognitive skills are particularly important for information retention in physiology.
The results suggest the utility of metacognitive assessment in medical education to identify students who may benefit from targeted support.