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Developing Student Metacognition through Reflective Writing in an Upper Level Undergraduate Anatomy Course
Valerie Dean O'Loughlin1, Lauren Miller Griffith2
1Indiana University School of Medicine - Bloomington, Bloomington, Indiana.
Anatomical Sciences Education
|January 23, 2020
Summary
Using online journals for reflective writing in undergraduate anatomy courses enhances students' metacognitive skills and confidence. This method provides insights into student learning progression from novice to expert.
Area of Science:
- Anatomy Education
- Medical Education
- Cognitive Science
Background:
- Metacognitive strategies are crucial for effective learning and skill development.
- Reflective writing, such as journaling, allows students to articulate their learning process.
- Online journals (blogs) offer a platform for metacognitive tasks in educational settings.
Purpose of the Study:
- To investigate the impact of using blogs for reflective writing on metacognitive skill development in undergraduate human anatomy students.
- To gain insight into students' metacognitive processes through blog analysis.
- To assess student progression from novice to expert learners in anatomy.
Main Methods:
- Utilized online blogs as reflective journals for 92 undergraduate students over three semesters in a human anatomy course.
- Students reflected on 10 radiology online cases each, totaling 927 blogs.
- Employed a grounded theory approach to analyze 11,082 statements from blog narratives, developing a thematic codebook.
Main Results:
- Blog entries indicated increased student self-confidence and enthusiasm for anatomy as the semester progressed.
- Analysis revealed significant improvement in students' metacognitive skills.
- Student writing demonstrated a progression from novice to more experienced understanding of anatomy and radiology.
Conclusions:
- Reflective writing via blogs effectively enhances metacognitive skills in undergraduate anatomy education.
- Online journaling provides instructors with valuable data on student learning and development.
- This approach supports students in advancing their learning from foundational knowledge to expert-level comprehension.
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