Chao Chia-Ter, Chiu Yen-Lin, Tsai Chiao-Ling, Lin Mong-Wei, Yang Chih-Wei, Ho Chiao-Chi, Hsu Chiun, Chen Huey-Ling
Division of Nephrology, Department of Internal Medicine, National Taiwan University Hospital, Taipei, Taiwan.
Division of Nephrology, Department of Internal Medicine, National Taiwan University College of Medicine, Taipei, Taiwan.
BMC Med Educ. 2025 Jul 1;25(1):946. doi: 10.1186/s12909-025-07522-y.
Group metacognition, the capacity to reflect on a group’s cognitive processes, including awareness of other members’ information organization, planning, and efforts for improvement, plays a critical role in collaborative learning efficacy. In medical education, group metacognition supports students in discussing clinical cases, recognizing peers’ diagnostic reasoning, and jointly evaluating their team’s approach to patients care. However, factors influencing group metacognitive competency remain underexplored among medical students. We hypothesized that in collaborative learning, team dynamics, team acquaintance, and instructor support may influence group metacognition.
In 2021, we recruited medical students from National Taiwan University College of Medicine who participated in a collaborative learning curriculum. We measured the influence of team acquaintance, team dynamics, and instructor support on group metacognition using the Team Collaboration Survey (TCS) and the Group Metacognitive Scale (GMS). Data were analyzed using partial least squares-structural equation modeling (PLS-SEM).
A total of 454 medical students (2nd year, 33.0%; 3rd year, 31.5%; 4th year, 35.5%) were recruited, and 432 (95.2%) completed the survey. PLS-SEM validated three TCS dimensions (team acquaintance, team dynamics, and instructor support) and four GMS dimensions (knowledge of cognition, planning, evaluating, and monitoring). Path analyses revealed significant correlations between both team acquaintance and team dynamics with all four group metacognitive dimensions. However, instructor support showed no significant correlation with metacognitive knowledge and skills.
Strong team dynamics and acquaintance may enhance both metacognitive knowledge and regulation in medical students. Instructors should focus on cultivating interactive group environments that promote effective collaboration. Strategies to strengthen team familiarity and interaction may enhance group metacognition in medical education.
群体元认知，即反思群体认知过程的能力，包括对其他成员信息组织、规划以及改进努力的认知，在协作学习效果中起着关键作用。在医学教育中，群体元认知有助于学生讨论临床病例、识别同伴的诊断推理，并共同评估团队对患者护理的方法。然而，医学生群体元认知能力的影响因素仍未得到充分探索。我们假设在协作学习中，团队动态、团队熟悉程度和教师支持可能会影响群体元认知。
2021年，我们招募了台湾大学医学院参与协作学习课程的医学生。我们使用团队协作调查（TCS）和群体元认知量表（GMS）来测量团队熟悉程度、团队动态和教师支持对群体元认知的影响。数据采用偏最小二乘结构方程模型（PLS-SEM）进行分析。
共招募了454名医学生（二年级，33.0%；三年级，31.5%；四年级，35.5%），432名（95.2%）完成了调查。PLS-SEM验证了TCS的三个维度（团队熟悉程度、团队动态和教师支持）和GMS的四个维度（认知知识、规划、评估和监测）。路径分析显示，团队熟悉程度和团队动态与所有四个群体元认知维度之间均存在显著相关性。然而，教师支持与元认知知识和技能之间没有显著相关性。
强大的团队动态和熟悉程度可能会增强医学生的元认知知识和调节能力。教师应专注于营造促进有效协作的互动性群体环境。加强团队熟悉度和互动的策略可能会提高医学教育中的群体元认知。
