The effect of metacognition regulation evaluation on medical student progress | [Pakistan Journal of Health Sciences • 2022]

Author(s):

1. Saba Iqbal: CMH Lahore Medical College & IOD, Lahore, Pakistan

2. Shazia Sukhera: Department of Physiology, Sahara Medical College Narowal, Pakistan

3. Fatima Aslam: Department of Psychiatry and Behavioral Sciences, Avicenna Medical College, Lahore, Pakistan

4. Khyzer Hayat Sukhera: Department of Forensic Medicine, Rashid Latif Medical College, Lahore, Pakistan

5. Arifa Zafar: Department of Obstetrician/Gynecologist, Pak Red Crescent Medical & Dental College, Kasur, Pakistan

Abstract:

Cognition is the scientific term referring to the mental processes involved in gaining an understanding of knowledge including, judging, thinking, reasoning, knowing, remembering, and problem-solving. Objective: To observe metacognition's impact on medical students' academic achievement. Methods: It was a cross-sectional analytical study. Three medical colleges were surveyed to obtain data from second-year medical students. The data from the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and each student's first-year academic achievement information were collected from January to June 2021. A simple random sampling procedure. Academic performance was a dependent variable, while the metacognitive score was an independent variable. Three hundred thirty-two students participated in the survey. Results: With a correlation coefficient value of 0.257, the findings indicated a significant link between metacognition and academic success (p 0.01). Metacognition levels among medical students from various colleges are nearly identical. Conclusions: Current study findings have shown that all three dimensions are positively and strongly correlated to each other.

Page(s): 277-281

DOI: 10.54393/pjhs.v3i06.180

Published: Journal: Pakistan Journal of Health Sciences, Volume: 3, Issue: 6, Year: 2022

Keywords:

Medical College , Medical undergraduates , Academic success , Metacognitive Regulation , Metacognition Awareness , Metacognitive Knowledge

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