Raeisi Elham, Aazami Mathias Hossain, Solati Kamal, Mohamadi Omid, Ahmady Soleiman
Department of Medical Physics and Radiology, School of Allied Medical Sciences, Shahrekord University of Medical Sciences, Shahrekord, Iran.
Department of Cardiology and Cardiac Surgery, School of Medicine, Shahrekord University of Medical Sciences, Shahrekord, Iran.
J Educ Health Promot. 2019 Aug 30;8:156. doi: 10.4103/jehp.jehp_102_19. eCollection 2019.
Metacognition activation is described as a pillar of a driver in the learning process. The current study investigated the effectiveness of a modified protocol of "student personalized learning" (SPL) (integrating elements of differentiation approach) on metacognitive skills development.
A cross-sectional study was conducted among 22 bachelors during the academic period of 2016-2017. A SPL program was designed in magnetic resonance physical principles (16 courses of 2 h). The participants underwent pre-SPL evaluation tests as to assess their respective prior knowledge, learning style, and metacognitive skills. Attendant advisory meeting allocated personalized educational planning and educational resources. During SPL, students were regularly monitored by advisory supervising meetings. Descriptive statistics were used to describe the features of the data (sums, frequencies, percentages, means, and standard deviations).
The results showed a visual learning style emerging as prevalent (61.9%). The completion rate of SPL was 73%. SPL participants passed the educational module with a mean final examination score reaching 16.72 ± 3 versus 10.7 ± 5 assessed by prior knowledge testing ( < 0.05). The average global metacognition score enhanced from average to very good. Knowledge and control of self, knowledge and control of process planning, and knowledge of process regulation increased from average to very good levels.
The resorted SPL proved its efficacy in recruiting and developing metacognitive skills. Nevertheless, knowledge and control of process-evaluation metacognitive component needs to be further investigated, especially when SPL relies on a short-term program.
元认知激活被描述为学习过程中驱动因素的一个支柱。本研究调查了一种改良的“学生个性化学习”（SPL）方案（整合了差异化方法的要素）对元认知技能发展的有效性。
在2016 - 2017学年期间，对22名本科学生进行了一项横断面研究。设计了一个关于磁共振物理原理的SPL课程（共16门课程，每门2小时）。参与者接受了SPL前评估测试，以评估他们各自的先验知识、学习风格和元认知技能。通过参加咨询会议来分配个性化教育计划和教育资源。在SPL期间，通过咨询监督会议对学生进行定期监测。使用描述性统计来描述数据的特征（总和、频率、百分比、均值和标准差）。
结果显示视觉学习风格最为普遍（61.9%）。SPL的完成率为73%。SPL参与者通过了教育模块，期末考试平均成绩达到16.72 ± 3，而通过先验知识测试评估的成绩为10.7 ± 5（P < 0.05）。整体元认知平均得分从平均水平提高到了非常好的水平。自我知识与控制、过程规划知识与控制以及过程调节知识均从平均水平提高到了非常好的水平。
所采用的SPL在培养和发展元认知技能方面证明了其有效性。然而，过程评估元认知成分的知识与控制仍需进一步研究，尤其是当SPL依赖于短期课程时。
