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Navigating Metacognitive Disorientation: Medical Students' Experiences of Complex Tasks.

Jennifer F Zepf1, Elizabeth Koltz2, Alycia Chinai3

  • 1Department of Medical Sciences, Hackensack Meridian School of Medicine, Nutley, New Jersey, USA.

The Clinical Teacher
|January 21, 2026
PubMed
Summary
This summary is machine-generated.

Medical students experience emotional discomfort and uncertainty when facing knowledge gaps. Metacognitive reflection training can help them manage these feelings and improve learning.

Keywords:
complex learningemotional regulationmetacognitive reflection

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Area of Science:

  • Medical Education
  • Cognitive Psychology

Background:

  • Medical training involves complex knowledge and skills.
  • Understanding learners' experiences with knowledge deficits is crucial.

Purpose of the Study:

  • To explore medical students' metacognitive reflections when encountering knowledge gaps.
  • To gain insight into how students process and react to their limitations.

Main Methods:

  • A constructivist study involving 12 medical students from five cohorts.
  • Analysis of participants' thoughts and emotions using think-alouds and debriefing interviews.
  • Thematic coding of recorded and transcribed interviews.

Main Results:

  • Students exhibited awareness of their limitations despite disorienting metacognitive experiences.
  • Knowledge deficits were linked to disorganized reasoning, uncertainty, and emotional discomfort.
  • Participants reported feeling ill-equipped to overcome these learning challenges.

Conclusions:

  • Metacognitive reflection training can equip medical students to regulate emotions related to knowledge gaps.
  • Training in monitoring, regulation, and control can help students manage discomfort and stay engaged.
  • Insights can inform the design of metacognitive reflection skills in medical curricula.