Division of Nephrology, Department of Internal Medicine, National Taiwan University Hospital and National Taiwan University College of Medicine, Taipei, Taiwan.
Division of Nephrology, Department of Internal Medicine, Min-Sheng General Hospital, Taoyuan City, Taiwan.
BMC Med Educ. 2024 Oct 9;24(1):1114. doi: 10.1186/s12909-024-06116-4.
Collaborative learning is an essential pedagogy in medical education, within which small group learning constitutes an integral component. Online small group teaching has been widely applied and blended with in-person sessions in the aftermath of the Covid-19 pandemic. This study examined whether group metacognition was associated with teamwork satisfaction in an online small group teaching curriculum for medical students.
We enrolled medical students of the 2nd and 4th years during the 2021 fall semester after they participated in 3 consecutive sessions of online small group tutorials (SGTs), which have been implemented in our medical school for more than 20 years. The students completed a group metacognitive scale (GMS) and a teamwork satisfaction scale (TSS) after the sessions. We analyzed whether group metacognition in 4 dimensions (knowledge of cognition, planning, evaluating, and monitoring) could be connected with medical students' teamwork satisfaction using partial least squares-structural equation modeling (PLS-SEM).
A total of 263 medical students participated in this study. Both GMS and TSS exhibited good reliability and validity. Three of the 4 dimensions of group metacognition (cognition, planning, and evaluating) positively correlated with teamwork satisfaction (path coefficients 0.311, 0.279, and 0.21; p = 0.002, 0.002, and 0.043, respectively) following the online SGT curriculum, whereas the monitoring dimension did not (path coefficient 0.087; p = 0.357). The model achieved an adjusted R square of 0.683.
We discovered that group metacognition correlated positively with better teamwork satisfaction, supporting the importance of group metacognitive competency for online collaborative learning.
协作学习是医学教育中的一种重要教学法，其中小组学习是一个组成部分。在线小组教学在新冠疫情后得到了广泛应用，并与面对面教学相结合。本研究旨在探讨医学生在线小组教学课程中，小组元认知是否与团队合作满意度相关。
我们在 2021 年秋季学期招募了第 2 年和第 4 年的医学生，他们在参加了我们医学院已经实施了 20 多年的 3 次连续在线小组辅导课程（SGT）后完成了小组元认知量表（GMS）和团队合作满意度量表（TSS）。我们使用偏最小二乘结构方程建模（PLS-SEM）分析了 4 个维度（认知知识、计划、评估和监控）的小组元认知是否与医学生的团队合作满意度相关。
共有 263 名医学生参与了本研究。GMS 和 TSS 均表现出良好的信度和效度。小组元认知的 4 个维度（认知、计划和评估）中的 3 个维度（路径系数分别为 0.311、0.279 和 0.21；p=0.002、0.002 和 0.043）与在线 SGT 课程后的团队合作满意度呈正相关，而监控维度则没有（路径系数为 0.087；p=0.357）。该模型的调整 R 方为 0.683。
我们发现，小组元认知与更好的团队合作满意度呈正相关，这支持了小组元认知能力对于在线协作学习的重要性。
