Document Type : Original Article
Authors
Abstract
BACKGROUND: Metamemory can be described as an intentional endeavor to guide or control
one’s memory processes. In other words, awareness and knowledge of one’s own memory process
and strategies for using the memories effectively. Planning, allocating cognitive resources, selecting
strategies, assessing understanding, and evaluating performance all rely heavily on metamemorial
information. For efficient learning, good memory abilities are necessary. This study aimed to
understand metamemory functioning and to see if there were any gender differences in metamemory
functioning among medical students.
MATERIALS AND METHODS: This cross‑sectional study was conducted by collecting data from
350 medical students using the Memory Functioning Questionnaire in 2021. The sample group was
selected from medical colleges in South India such as Kerala, Karnataka, Tamil Nadu, Telangana,
and Andhra Pradesh using a purposive sampling technique. This questionnaire focused on the
seriousness of forgetting, the rate at which people recalled things over time, and frequency of use
of mnemonics and techniques that assist memory. Descriptive statistics, independent sample t‑test,
correlation, and regression were used for analysis.
RESULTS: There was a significant difference based on gender among medical students in general
memory functioning and frequency of forgetting (P < 0.001). Similarly, it was also found that gender
was a major predictor of general memory functioning and frequency of forgetting among medical
students (P < 0.001).
CONCLUSION: Most medical students believe they have a minor memory issue. Even if the majority
of medical students forget information, the vast majority of them believe they have an exceptional
memory. Gender acts as a significant predictor of general memory performance and forgetfulness.
Keywords
editor. Memory Development from Early Childhood Through
Emerging Adulthood. Cham: Springer International Publishing;
2015. p. 255–308.
2. Piaget J. Intellectual evolution from adolescence to adulthood.
Human development. 1972;15 (1):1‑2.
3. Schaie KW. Toward a stage theory of adult cognitive development.
The International Journal of Aging and Human Development.
1978;8 (2):129‑38.
4. Pedrelli P, Nyer M, Yeung A, Zulauf C, Wilens T. College students:
Mental health problems and treatment considerations. Acad
Psychiatry 2015;39:503–11.
5. Bonnie RJ, Stroud C, Breiner H, editors. Investing in the Health
and Well‑Being of Young Adults. Washington (DC): National
Academies Press (US); 2015.
6. Bokhari N, Zafar M. Learning styles and approaches among
medical education participants. J Educ Health Promot 2019;8:1–5.
7. Koohestani HR, Baghcheghi N. A comparison of learning styles of
undergraduate health‑care professional students at the beginning,
middle, and end of the educational course over a 4‑year study
period (2015–2018). J Educ Health Promot 2020;9:208.
8. Sheikhbardsiri H, Sheikhasadi H, Mahani SA, Mohamadi MMD.
Emotional intelligence and learning strategies of postgraduate
students at Kerman University of Medical Sciences in the
southeast of Iran. J Educ Health Promot 2020;9:66.
9. GilewskiM, ZelinskiE. Memory Functioning Questionnaire(MFQ).
Psychopharmacol Bull 1988;24:665–670.
10. Omprakash A, Kumar AP, Kuppusamy M, Sathiyasekaran B,
Ravinder T, Ramaswamy P. Validation of metacognitive
awareness inventory from a private medical university in India.
J Educ Health Promot 2021;10:324.11. Azzam MB, Easteal RA. Pedagogical strategies for the
enhancement of medical education. Med Sci Educ 2021;31:2041–
2048.
12. Niroula S, Niroula A. Effective way of studying and learning in
medical school. JNMA J Nepal Med Assoc 2020;58:954‑956.
13. Almkvist O, Bosnes O, Bosnes I, Stordal E. Selective impact of
disease on short‑term and long‑term components of self‑reported
memory: A population‑based HUNT study. BMJ Open
2017;7:e013586.
14. Niedźwieńska A, Zielińska M. Gender differences in remembering
about things to do depend on partnership status. Sex Roles
2021;84:139–151.
15. McDougall GJ, Pituch KA, Stanton MP, Chang W. Memory
performance and affect: Are there gender differences in
community‑residing older adults? Issues Ment Health Nurs
2014;35:620–627.
)