1,183
Views
14
CrossRef citations to date
0
Altmetric
Research Article

Career-long learning: Relationship between cognitive and metacognitive skills

, &

References

  • Althouse LA, McGuiness GA. 2008. The in-training examination: An analysis of its predictive value on performance on the general pediatrics certification examination. J Pediatrics 153(3):425–428
  • Aronson L, Niehaus B, Devries CD, Siegel JR, O’Sullivan PS. 2010. Do writing and storytelling skill influence assessment of reflective ability in medical students’ written reflections? Acad Med 85(10 Suppl):S29–S32
  • Aronson L, Niehaus B, Hill-Sakurai L, Lai C, O’Sullivan PS. 2012. A comparison of two methods of teaching reflective ability in Year 3 medical students. Med Educ 46(8):807–814
  • Burman NJ, Chisty A, van Schaik SM. 2014. Professional development plans for early career physicians: Importance of metacognitive skills. [unpublished research]
  • Cervero RM. 2003. Place matters in physician practice and learning. J Cont Educ Health Prof Spring(23 Suppl):s10–s18
  • Colbert CY, Ownby AR, Butler PM. 2008. A review of portfolio use in residency programs and considerations before implementation. Teach Learn Med 20(4):340–345
  • Doran GT. 1981. There’s a S.M.A.R.T. way to write managements’s goals and objectives. Manage Rev 70(11):35–36
  • Driessen E, van Tartwijk J, van der Vleuten C, Wass V. 2007. Portfolios in medical education: Why do they meet with mixed success? A systematic review. Med Educ 41(12):1224–1233
  • Georghiades P. 2004. From the general to the situated: Three decades of metacognition. Int J Sci Educ 26(3):365–383
  • Hartman HJ. ed. 2001. Metacognition in learning and instruction: Theory, research and practice. Dordrecht: Kluwer Academic Publishers
  • Hartwig MK, Was CA, Isaacson RM, Dunlosky J. 2012. General knowledge monitoring as a predictor of in-class exam performance. Br J Educ Psychol 82:456–458
  • Hoban JD, Lawson SR, Mazmanian PE, Best AM, Seibel HR. 2005. The Self-Directed Learning Readiness Scale: A factor analysis study. Med Educ 39(4):370–379
  • Hojat M, Veloski JJ, Gonnella JS. 2009. Measurement and correlates of physicians’ lifelong learning. Acad Med 84(8):1066–1074
  • Kaberman Z, Dori YJ. 2008. Metacognition in chemical education: Question posing in the case-based computerized learning environment. Instruct Sci 37(5):403–436
  • Koole S, Dornan T, Aper L, Scherpbier A, Valcke M, Cohen-Schotanus J, Derese A. 2011. Factors confounding the assessment of reflection: A critical review. BMC Med Educ 11:104
  • Learman LA, Autry AM, O’Sullivan P. 2008. Reliability and validity of reflection exercises for obstetrics and gynecology residents. Am J Obstet Gynecol 198(4):461.e1–461.e10
  • Marsland E, Bowman J. 2010. An interactive education session and follow-up support as a strategy to improve clinicians’ goal-writing skills: A randomized controlled trial. J Eval Clin Pract 16(1):3–13
  • Meijer J, Veenman MV, van Hout-Wolters B. 2012. Multi-domain, multi-method measures of metacognitive activity: What is all the fuss about metacognition… indeed? Res Papers Educ 27(5):597–627
  • Murdoch-Eaton D, Whittle S. 2012. Generic skills in medical education: Developing the tools for successful lifelong learning. Med Educ 46(1):120–128
  • Niemi PM. 1997. Medical students’ professional identity: Self-reflection during the preclinical years. Med Educ 31(6):408–415
  • Nothnagle M, Anandarajah G, Goldman RE, Reis S. 2011. Struggling to be self-directed: Residents’ paradoxical beliefs about learning. Acad Med 86(12):1539–1544
  • O’Sullivan P, Aronson L, Chittenden E, Niehaus B, Learman L. 2010-last update, reflective ability rubric and user guide | MedEdPORTAL. [Accessed 5 June 2011] Available from http://services.aamc.org/30/mededportal/servlet/s/segment/mededportal/find_resources/browse/?subid=8133#citations
  • Quirk ME. 2006. Intuition and metacognition in medical education: Keys to developing expertise (Springer Series on Medical Education). 1 edn. New York, NY: Springer Publishing Company
  • Rahman F, Jumani NB, Chaudry MA, Chisti SH, Abbasi F. 2010. Impact of metacognitive awareness on performance of students in chemistry. Contemp Issues Educ Res 3(10):39–44
  • Sandars J. 2009. The use of reflection in medical education: AMEE Guide No. 44. Med Teach 31(8):685–695
  • Schon DA. 1983. The reflective practitioner: How professionals think in action. New York, NY: Basic Books
  • Schraw G. 2001. Promoting general metacognitive awareness. In: Hartman HJ, editor. Metacognition in learning and instruction: Theory, research and practice. Chapter 1. Dordrecht: Kluwer Academic Publishers. pp 3–16
  • Schraw G, Crippen KJ, Hartley K. 2006. Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Res Sci Educ 36(1–2):111–139
  • Schraw G, Dennison RS. 1994. Assessing metacognitive awareness. Contemp Educ Psychol 19:460–475
  • van Es JM, Visser MR, Wieringa-de Waard M. 2012. SMART, SMARTER, SMARTEST: The influence of peer groups compared to practice visits on the quality of action plans. Med Teach 34(8):e582–e588
  • van Schaik S, Plant J, O’Sullivan P. 2012. Promoting self-directed learning through portfolios in undergraduate medical education: The mentors’ perspective. Med Teach 35(2):139–144
  • van Tartwijk J, Driessen EW. 2009. Portfolios for assessment and learning: AMEE Guide no. 45. Med Teach 31(9):790–801
  • Veenman MJ, Wilhelm P, Beishuizen JJ. 2004. The relation between intellectual and metacognitive skills from a developmental perspective. Learn Instruct 14(1):89–109
  • Wetzel AP, Mazmanian PE, Hojat M, Kreutzer KO, Carrico RJ, Carr C, Veloski J, Rafiq A. 2010. Measuring medical students’ orientation toward lifelong learning: A psychometric evaluation. Acad Med 85(10 Suppl):S41–S44
  • Yuruk N, Beeth ME, Andersen C. 2009. Analyzing the effect of metaconceptual teaching practices on students’ understanding of force and motion concepts. Res Sci Educ 39:449–475
  • Zohar A, Ben David A. 2009. Paving a clear path in a thick forest: A conceptual analysis of a metacognitive component. Metacogn Learn 4(3):177–195

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.