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Published on: September 27, 2020
Exploring the Role of Cognitive Capacity and Adaptive Learning in Professional Education: A Scoping Review
Meera Deva1, Sarah T Wright2, Gary L Beck Dallaghan3
1University of North Carolina School of Medicine, Chapel Hill, NC USA.
Medical Science Educator
|May 12, 2025
Summary
This review explores cognitive capacity in professional degree students, finding it impacts academic performance. Understanding cognitive influences, experiences, and psychological factors is key for effective learning strategies.
Area of Science:
- Medical Education
- Cognitive Psychology
- Academic Performance
Background:
- Holistic admissions increase student diversity in medical schools.
- Curricula often assume a uniform baseline knowledge, posing challenges.
- Existing research on cognitive capacity and academic performance needs synthesis.
Purpose of the Study:
- To explore the literature on cognitive capacity in professional degree students.
- To identify factors influencing academic performance related to cognitive capacity.
- To synthesize findings into a definition of cognitive capacity and its academic implications.
Main Methods:
- Scoping review of existing literature.
- Identification and summarization of relevant studies.
- Thematic synthesis of findings.
Main Results:
- Four key themes emerged: cognitive influence on learning, experience and engagement, adaptive environments, and psychological/emotional aspects.
- These themes collectively define cognitive capacity's role in academic success.
- Cognitive capacity is multifaceted, influenced by various internal and external factors.
Conclusions:
- Cognitive capacity is a critical, yet complex, factor in professional degree academic performance.
- Understanding cognitive capacity is essential for developing effective, inclusive curricula.
- Further research can refine the definition and application of cognitive capacity in educational settings.
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