Metacognitive judgments in medical education


Authors

DOI:

https://doi.org/10.22517/25395203.24609

Keywords:

Metacognition, Metacognitive judments, Learning, Medical education

Abstract

Metacognition contributes to medical education from different aspects: improve academic performance, contributes to decision making, facilitates the development of clinical skills, helps combat overconfidence and reduces diagnostic errors. This is why it becomes a necessary skill to develop in the training of the student medicine for which strategies such as metacognitive scaffolds are included, deliberate consideration of alternatives, and the reproduction of optimal actions. To understand these contributions for learning medicine, a bibliographic review article was developed, through a process that included searching databases through descriptors in Spanish and English, the selection of articles that will include the relationship of metacognition and the learning of medicine, to arrive at the construction of a text that would account for an understanding of the subject. The above allowed, not just delve into metacognition as a higher order skill in learning, but also guide a discussion that highlights a line of work called metacognitive judgments, which is characterized by focusing on the precision between performance claims on a task and actual performance.

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Author Biographies

Francisco Javier Ruiz Ortega, PhD., Universidad de Caldas

PhD en Didáctica de las Ciencias Experimentales y las Matemáticas

Profesor, Universidad de Caldas

Jorge Norvey Álvarez Ríos, Mg., Universidad Autónoma de Manizales

Magíster en Educación

Universidad Autónoma de Manizales

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Published

2021-06-13

How to Cite

Ruiz Ortega, F. J., & Álvarez Ríos, J. N. (2021). Metacognitive judgments in medical education. Revista Médica De Risaralda, 27(1). https://doi.org/10.22517/25395203.24609

Issue

Section

Scoping Review