Document Type : Original Article
Authors
1 Department of Cardiology and Cardiac Surgery, School of Medicine, Shahrekord University of Medical Sciences
2 Department of Psychiatry, School of Medicine, Shahrekord University of Medical Sciences, Shahrekord, Iran
3 Speech and Language Pathology, School of Allied Medical Sciences, Shahrekord University of Medical Sciences
4 Department of Medical Education, School of Management and Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran
Abstract
BACKGROUND: Metacognition activation is described as a pillar of a driver in the learning process.
The current study investigated the effectiveness of a modified protocol of “student personalized
learning” (SPL) (integrating elements of differentiation approach) on metacognitive skills development.
MATERIALS AND METHODS: A cross‑sectional study was conducted among 22 bachelors during
the academic period of 2016–2017. A SPL program was designed in magnetic resonance physical
principles (16 courses of 2 h). The participants underwent pre‑SPL evaluation tests as to assess
their respective prior knowledge, learning style, and metacognitive skills. Attendant advisory meeting
allocated personalized educational planning and educational resources. During SPL, students were
regularly monitored by advisory supervising meetings. Descriptive statistics were used to describe
the features of the data (sums, frequencies, percentages, means, and standard deviations).
RESULTS: The results showed a visual learning style emerging as prevalent (61.9%). The completion
rate of SPL was 73%. SPL participants passed the educational module with a mean final examination
score reaching 16.72 ± 3 versus 10.7 ± 5 assessed by prior knowledge testing (P < 0.05). The
average global metacognition score enhanced from average to very good. Knowledge and control
of self, knowledge and control of process planning, and knowledge of process regulation increased
from average to very good levels.
CONCLUSIONS: The resorted SPL proved its efficacy in recruiting and developing metacognitive
skills. Nevertheless, knowledge and control of process‑evaluation metacognitive component needs
to be further investigated, especially when SPL relies on a short‑term program.
Keywords
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