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Pharmacy students with better metacognition accurately identified exam questions they answered incorrectly. Most students underestimated their summative examination performance, aiding future exam improvements.

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Area of Science:

  • Pharmacy Education
  • Metacognition in Learning
  • Assessment and Evaluation

Background:

  • Metacognitive skills are crucial for self-regulated learning and academic success.
  • Understanding students' self-assessment abilities is key to improving educational strategies.
  • Pharmacy curricula increasingly emphasize lifelong learning and self-monitoring.

Purpose of the Study:

  • To evaluate pharmacy students' metacognitive ability to differentiate known from unknown information.
  • To assess students' accuracy in predicting their performance on a summative examination.
  • To analyze student-identified incorrect questions to enhance future exam quality.

Main Methods:

  • A test-taking questionnaire was administered to students.
  • Students identified items they believed were incorrect on the examination.
  • Students rated their overall test-taking ability.

Main Results:

  • Higher-achieving students demonstrated superior metacognition by more accurately identifying incorrect exam items.
  • A significant majority of students (86%) underpredicted their performance (actual: 73.6% ± 7.1 vs. predicted: 63.7% ± 10.5, p < 0.05).
  • Student feedback directly contributed to item refinement and subsequent examination revisions.

Conclusions:

  • Metacognition is integral to fostering lifelong learning in pharmacy education.
  • Developing students' ability to monitor their knowledge gaps enhances academic performance.
  • Self-assessment accuracy is a critical component of effective learning and professional development.