International Medical Graduates and the Physician Shortage

Sohi, Sajeet

doi:10.36834/cmej.36561

Cited by 1 publication

(1 citation statement)

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“…Step 1 scores. [11] Recognizing bias against their graduates and the high importance U.S. residency programs place on standardized examinations, foreign medical schools may incorporate metacognitive teaching strategies into the curriculum to teach students how to be more effective and efficient learners and to better prepare them for achieving a high level of success on standardized examinations. Although we could find no reports or studies in this area, our years of experience reviewing residency applications indicates that foreign medical school applicants have among the highest USMLE examinations scores.…”

Section: Discussionmentioning

confidence: 99%

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

Contessa¹

2015

Clin Med Rev Case Rep

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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

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Section: Discussionmentioning

confidence: 99%