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首页> 外文期刊>Medical Education Online >Thinking about thinking: changes in first-year medical students’ metacognition and its relation to performance
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Thinking about thinking: changes in first-year medical students’ metacognition and its relation to performance

机译：思考思考：一年级医学生元认知的变化及其与绩效的关系

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BackgroundStudies have shown the importance of metacognition in medical education. Metacognitive skills consist of two dimensions: knowledge of metacognition and regulation of metacognition.AimThis 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.MethodsThe 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.ResultsA 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.ConclusionsThe 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.
机译：背景研究表明元认知在医学教育中的重要性。元认知技能包括两个维度：元认知知识和元认知调控。目的本研究假设元认知的知识和调控在学年开始和结束时存在显着差异，并且元认知技能的两个维度之间存在相关性。方法对马来亚大学的159名一年级医学生进行了包括52个李克特量表的元认知技能清单的管理。学生的年终成绩用于衡量他们的学业成绩。结果配对样本 t检验表明，在学年开始和结束时，元认知知识没有显着差异。配对样本t检验显示在学年开始和结束时元认知调节的显着差异。在元认知的两个维度之间发现了非常强的相关性。结论元认知的知识和调节与学生的学习成绩之间的相关性中等。结论学生元认知调节的改善以及元认知的知识和调节与学业成绩之间的适度相关性表明，学生的元认知调节可能是积极的。医学计划中的教学活动。

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