Does Assessment of Self-Regulated Learning and Metacognition in Surgical Residents Provide Insight to Performance on High Stakes Standardized Examinations? A Pilot Study

Abstract

systematically toward achieving their goals. It represents a proactive approach where learners exert control over their learning processes and environments. It is learning that is guided by metacognition (awareness and knowledge about one's own thinking), strategic action (planning, implementing, monitoring, and evaluating strategies), and an emphasis on motivation to learn (commitment to their goals, beliefs about outcomes of their actions, and personal beliefs (selfefficacy) about their learning or performance). Learners who are selfregulated learners are metacognitively active participants in their own learning. Both metacognition and self-regulated learning are two influential types of cognitive control processes that converge and diverge along select dimensions. Specifically, self-regulated learners are cognizant of their academic strengths and weaknesses and are aware of when they know a concept or have mastered a skill and when they do not. These individuals monitor and reflect upon the effectiveness of their learning strategies, which further motivates them to improve their learning methodologies. As a result, they are more likely to succeed academically and are better prepared to engage in lifelong learning [7]. Metacognition Metacognition (thinking about one's thinking) is the ability to reflect on, understand, and control one's learning. It is central to selfregulated learning and helps learners to be successful. Metacognition involves two major functions: knowledge and regulation of the cognitive processes involved in learning. Metacognitive knowledge is knowledge learners have about their cognitive abilities, strategies, and tasks. Metacognitive regulation refers to processes that coordinate cognition. These include monitoring (detecting errors) and control (error correction, planning, and resource allocation) strategies [8]. The purpose of this study is to assess the relationship between self-regulated learning (measured by the Self-Regulated Learning Perception Scale (SRLPS), metacognition (measured by the Metacognitive Awareness Inventory (MAI)), and academic achievement, measured by performance on the American Board of Surgery In-Training Examination. The American Board of Surgery website describes the ABSITE as "an evaluation measurement to

Habilidades metacognitivas en alumnos del Curso de Especialización en Medicina Familiar

“…Contessa et al [14] realizaron un estudio en residentes de cirugía (n = 22) contemplando los cinco años del programa de la residencia. Aplicaron el MAI y observaron una media de la puntuación total de 206,6 puntos, 22,4 puntos para la subescala de conocimiento y 138,3 para la subescala de regulación.…”

“…En nuestro estudio se esperó observar una diferencia entre los distintos años académicos, pero se apreció algo similar a lo comunicado por Contessa et al [14]: puntuaciones medias muy similares entre los tres años, tanto en la puntuación global como en la de conocimiento y en la de regulación de la cognición. Podemos mencionar el efecto de la deseabilidad social, término acuñado de la psicología y que hace referencia a la necesidad de quien participa en algún tipo de investigación de 'quedar bien' con el investigador, al tratar de hacer lo que se espera que haga o favorecer el resultado.…”