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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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Related Experiment Video

Updated: Sep 13, 2025

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Metacognitive regulation: emergence, focus, and function in interprofessional collaborative learning.

Erika Österholm1, Tuike Iiskala2, Reetta Mustonen3

  • 1Department of Teacher Education, University of Turku, Turku, 20014, Finland. erika.osterholm@utu.fi.

Advances in Health Sciences Education : Theory and Practice
|July 28, 2025
PubMed
Summary
This summary is machine-generated.

Metacognitive regulation (MR) is crucial for interprofessional learning (IPL). This study found that while MR emerged in all groups, explicit educational support is needed to enhance its focus on content integration, planning, and evaluation.

Keywords:
Health and social care educationInterprofessional collaborative learningMetacognitive regulationSocially shared metacognitive regulation

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Area of Science:

  • Education
  • Psychology
  • Health Professions Education

Background:

  • Effective learning relies on metacognitive regulation (MR), particularly in interprofessional learning (IPL) involving collaborative case analysis.
  • Existing research and support have not adequately addressed the regulation of group collaborative learning.

Purpose of the Study:

  • To examine the emergence, focus, and function of metacognitive regulation (MR) and socially shared metacognitive regulation (SSMR) in undergraduate health professional groups during online discussions.
  • To identify differences in MR and SSMR across groups and inform educational strategies for interprofessional collaborative learning.

Main Methods:

  • Socio-cognitive content analysis of online group discussions among 47 undergraduate health professionals in 7 small mixed groups over four weeks.
  • Quantification of MR and SSMR presence, focus (task production vs. content processing), and function (monitoring, planning, evaluation).

Main Results:

  • Metacognitive regulation (MR) emerged in all groups (15-25% of sentences), focusing more on high-level content processing than task production.
  • The primary function of MR was learning monitoring, with limited evidence of planning or evaluation.
  • Significant differences were observed between groups regarding the emergence, focus, function of MR, and the extent of socially shared metacognitive regulation (SSMR).

Conclusions:

  • High-level interprofessional collaboration necessitates explicit educational support to foster MR, emphasizing content integration, planning, and evaluation.
  • The study contributes to understanding MR and SSMR in IPL, highlighting their role in enhancing health and social care education.