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What Were You Thinking? Medical Students' Metacognition and Perceptions of Self-Regulated Learning
Marjolein Versteeg1,2, Guusje Bressers3, Marjo Wijnen-Meijer4
1Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands.
Teaching and Learning in Medicine
|March 16, 2021
Summary
Medical students need explicit metacognitive skills training for self-regulated learning. Educators should foster metacognition discussions to enhance learning and professional development in medical education.
Area of Science:
- Medical Education Research
- Cognitive Psychology in Learning
Background:
- Metacognition, or thinking about one's thinking, is crucial for healthcare professionals.
- Self-regulated learning (SRL) is increasingly recognized in medical education.
Purpose of the Study:
- To identify metacognitive competencies in medical students during a conceptual learning task.
- To gain insight into students' perceptions of SRL within their curriculum.
Main Methods:
- Qualitative study involving 11 third-year medical students from a Dutch University.
- Think-aloud assignment on medical physiology concepts followed by semi-structured interviews.
- Iterative template analysis of transcribed think-aloud and interview data.
Main Results:
- Varied use of metacognitive skills, with a focus on monitoring, planning, and evaluation.
- Differences observed in metacognitive knowledge and experiences, including superficial predictive cues.
- Conflicting student perceptions on the need for SRL skills, with some viewing medical education as fact memorization.
Conclusions:
- Pre-clinical medical students benefit from explicit metacognitive skills instruction.
- Integrating metacognition into classroom discourse can foster a supportive learning environment.
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