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Tools from the Learning Sciences
Published in Jim Goodell, Janet Kolodner, Learning Engineering Toolkit, 2023
Jim Goodell, Janet Kolodner, Aaron Kessler
Metacognition is thinking about one’s own thinking and learning. A metacognitive learner knows when they’re on the right track and when they’re having difficulties. Metacognitive strategies include self-explanation, asking for help, starting over, and persevering. A good way of helping learners develop metacognition is to prompt them to reflect on or articulate what they’re learning—metacognitive scaffolding. Did I already know that? How would I explain that to someone else? Does it conflict with what I thought I knew or could do? How well do I know this? On what parts of this do I need help or more practice? For measurement and feedback, consider assessing learners’ metacognitive skills. Also, develop assessments that prompt learners to express their thought processes (rather than just giving a final answer). See the design pattern below for an example of how to help learners build their metacognitive skills through prompting.
The Three Types of PPG
Published in Robin Stevenson, Learning and Behaviour in Medicine, 2022
The challenge for CME providers is whether they can help physicians to graduate from routine to adaptive expertise. The assumption is that this transition can be facilitated by physicians learning the precepts of metacognition. There is no evidence that this hypothesis has been rigorously tested, but it has been advocated [18,21], and it is suggested that CME should include the following: Physicians should make time for reflection when they stand back and consider whether their thinking about a case has been influenced by one of the biases. In an experimental setting, reflection has been found to be an effective debiasing agent [22]. Reflection should also encompass basic science.Physicians should become familiar with the list of biases and practise debiasing strategies, such as always disciplining themselves to offer differential diagnoses.Use of the Five Whys technique [23] where repeatedly asking why after sequential answers until no more answers are forth-coming can break through the biases and may reveal the cause of a difficult problem.
Reflective practice and professional identity
Published in Roger Ellis, Elaine Hogard, Professional Identity in the Caring Professions, 2020
Stuart Lane, Christopher Roberts
Metcalfe and Shimamura define metacognition as ‘cognition about cognition’, or ‘knowing about knowing’.6 It can take many forms, including knowledge about when and how to use strategies for learning or problem solving. Metacognition refers to a person's knowledge concerning their own cognitive processes, or anything related to them, e.g. the learning-relevant properties of information or data. Flavell classified metacognition into three components7; metacognitive knowledge is what individuals know about themselves and others as cognitive processors; metacognitive regulation is the regulation of cognition and learning experiences through a set of activities that help people control their learning; metacognitive experiences are those experiences that have something to do with the current, ongoing cognitive endeavour.
Exploring medical students’ metacognitive and regulatory dimensions of diagnostic problem solving
Published in Medical Education Online, 2023
Chia-Yu Wang, Sufen Chen, Ming-Yuan Huang
This study proposed emphasizing metacognitive aspects of self-regulated learning (SRL) to enhance medical students’ diagnostic reasoning in face of the challenges of new diseases due to the rapidly changing society and globalization. Performing an expert diagnosis involves generating hypotheses to guide clinical data gathering, articulating the inner representation of the patient’s problem, synthesizing a prioritized differential diagnosis, and evaluating outcomes [1], all of which highly rely on metacognition. In medical education research, a consensus has gradually formed which considers metacognition as essential in diagnostic instruction [2–4]. Reviews of empirical studies on experts’ coaching and effective interventions for increasing diagnostic competence [1,5,6,7] have revealed the crucial role of metacognition.
The Relationship Between Lifelong Learning Perceptions of Pediatric Nurses and Self-Confidence and Anxiety in Clinical Decision-Making Processes
Published in Comprehensive Child and Adolescent Nursing, 2023
Mukaddes Demir Acar, Cemre Gul Kilinc, Osman Demir
One of the individual factors involved in the clinical decision-making process is anxiety, defined as a state of uncertainty and anguish regarding future actions and having in mind the possibility that a negative event may occur. Self-confidence entails a feeling of confidence regarding oneself, self-respect and a belief that one has the abilities and skills to organize and execute the actions required to reach objectives while foreseeing and displaying the necessary effort, perseverance and attitude needed to overcome obstacles and failures. The reasons for nurses’ having sufficient self-confidence and low anxiety levels in clinical decision-making processes may be related to their experiences, having a sufficient level of knowledge about the subject and openness to learning (Espinosa-Rivera et al., 2019). Therefore, the development of self-confidence must be recognized as a central tenet in the design and delivery of undergraduate programmes (Chesser-Smyth & Long, 2013). It was reported that clinical decision‐making skills can be supported by increasing students’ metacognitive awareness (Bektas et al., 2021).
Scoping Review of Critical Thinking Literature in Healthcare Education
Published in Occupational Therapy In Health Care, 2023
Christine Berg, Rachel Philipp, Steven D. Taff
Metacognition, the “process of reflecting on and directing one’s own thinking” (National Research Council, 2001, p.78) is a skill that is rarely explicitly taught and reinforced. Students who utilize metacognitive strategies become self-regulated and more effective learners (Ambrose et al., 2010). Students who monitor and adjust their own learning must be able to reflect on and assess the approaches they take in building and using new knowledge. These higher-order thinking skills essentially involve ‘thinking critically about your thinking’, and when students use metacognitive strategies they are facilitating development of global critical thinking skills (Magno, 2010). Conversely, Ku and Ho (2010) suggest that increased critical thinking results in improved metacognition, particularly high-level planning and evaluation. Therefore, the two constructs appear to be highly interdependent. While metacognitive skills are represented as elements of critical thinking, they simultaneously facilitate use of critical thinking. A critical thinker “is one who is in charge of his thinking processes, while metacognitive strategies enable such control to take place” (Ku & Ho, 2010, p. 254).