Metacognitive awareness and the link with undergraduate examination performance and clinical reasoning
Open accessAbstract
This article was migrated. The article was not marked as recommended. Theory:Metacognitive awareness is a component of self-regulated learning and helps us to understand and control our thinking and learning. Thinking about thinking is also an important aspect of the clinical reasoning process for medical practitioners. Hypotheses: This pilot study researched the link between metacognitive awareness and undergraduate examination performance. The Metacognitive Awareness Inventory (MAI) is a validated 52 item survey instrument for measuring metacognitive awareness. It has eight sub-scales grouped into two domains: Knowledge of Cognition and Regulation of Cognition. It was hypothesised that MAI scores would increase between first and fifth-year undergraduate medicine students and secondly that MAI scores would correlate with undergraduate examinations results. Method:Medical students at James Cook University, Australia were invited to complete the MAI and consented to give access to their examination scores. Results:The results of this pilot study found that metacognitive awareness was not significantly different between first and fifth-year undergraduates in this sample. For first-year medical undergraduates there were correlations between the Knowledge of Cognition domain and their end of year examination results, but not with the Regulation of Cognition domain. For fifth-year students there were correlations between both the Knowledge and Regulation of Cognition domains and their end of year examination results. Conclusion:This study identified that metacognitive awareness is not significantly different between first and fifth-year medical students. This may cause concern given that the study identified the importance of both MAI domains in undergraduate medical examinations. This study should be repeated on a larger scale and may confirm that raising metacognitive awareness levels among students is desirable. Increasing metacognitive awareness may raise examination performance and better prepare students for developing clinical reasoning skills.
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In previous studies, MAI scores did not differ significantly between first- and fifth-year medical students.
“or between first- and fifth- year medical students (Welch et al.,2018 ).”
From Promoting metacognition in an allied health anatomy course (2023) · cites this paper as Welch et al.,2018
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Promoting metacognition in an allied health anatomy course
Cale, A. S., Hoffman, L. A., & McNulty, M. A. (2023) · Anatomical Sciences Education · doi:10.1002/ase.2218 · Cited by 35 · see citing works
“In previous studies with undergraduate medical students, MAI scores did not differ significantly over the span of an academic year (Hong et al., 2015) or between first- and fifth- year medical students (Welch et al., 2018).”
Background
- Authors
- Welch, P., Young, L., Johnson, P., & Lindsay, D.
- Affiliations
- James Cook University (AU)
- Corresponding author
- Welch, Paul
- Venue
- MedEdPublish
- Publisher
- F1000 Research Ltd
- Published
- 2018-05-15
- Volume
- 7
- Pages
- 100
- ISSN
- 2312-7996 (ISSN-L)
- OpenAlex
- W2803794327
- Cited by
- 8
- References
- 6
- Citations by year
- 2024: 1 · 2022: 2 · 2021: 2 · 2020: 2 · 2018: 1
- FWCI
- 1.20
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- MedEdPublish (publishedVersion, cc-by)
- ResearchOnline - JCU (James Cook University) (submittedVersion)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- metacognitive awareness, Metacognitive Awareness Inventory, student self-regulation, clinical reasoning, medical students, knowledge of cognition, metacognitive regulation, medical education
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