思考思维：一年级医学生元认知的变化及其与学业表现的关系。
Thinking about thinking: changes in first-year medical students' metacognition and its relation to performance.
作者信息
Hong Wei Han, Vadivelu Jamunarani, Daniel Esther Gnanamalar Sarojini, Sim Joong Hiong
机构信息
Medical Education and Research Development Unit (MERDU), Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia;
Medical Education and Research Development Unit (MERDU), Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia.
出版信息
Med Educ Online. 2015 Aug 26;20:27561. doi: 10.3402/meo.v20.27561. eCollection 2015.
BACKGROUND
Studies have shown the importance of metacognition in medical education. Metacognitive skills consist of two dimensions: knowledge of metacognition and regulation of metacognition.
AIM
This study hypothesizes that the knowledge and regulation of metacognition is significantly different at the beginning and end of the academic year, and a correlation exists between the two dimensions of metacognitive skills with academic performance.
METHODS
The Metacognitive Skills Inventory comprising 52 Likert-scale items was administered to 159 first-year medical students at the University of Malaya. Students' year-end results were used to measure their academic performance.
RESULTS
A paired sample t-test indicated no significant difference for knowledge of metacognition at the beginning and end of the academic year. A paired sample t-test revealed significant difference for regulation of metacognition at the beginning and end of the academic year. A very strong correlation was found between the two dimensions of metacognition. The correlation between knowledge and regulation of metacognition with students' academic result was moderate.
CONCLUSIONS
The improvement in students' metacognitive regulation and the moderate correlation between knowledge and regulation of metacognition with academic performance at the end of the academic year indicate the probable positive influence of the teaching and learning activities in the medical program.
背景
研究表明元认知在医学教育中具有重要性。元认知技能由两个维度组成：元认知知识和元认知调控。
目的
本研究假设在学年开始和结束时，元认知知识和调控存在显著差异，并且元认知技能的两个维度与学业成绩之间存在相关性。
方法
对马来亚大学的159名一年级医学生进行了包含52个李克特量表项目的元认知技能量表测试。学生的年终成绩用于衡量他们的学业表现。
结果
配对样本t检验表明，学年开始和结束时元认知知识没有显著差异。配对样本t检验显示，学年开始和结束时元认知调控存在显著差异。发现元认知的两个维度之间存在非常强的相关性。元认知知识和调控与学生学业成绩之间的相关性为中等。
结论
学年末学生元认知调控的改善以及元认知知识和调控与学业成绩之间的中等相关性表明医学课程中的教学活动可能具有积极影响。
Zotero 插件