Exploring the use of metacognitive monitoring cues following a diagram completion intervention.
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| Title: | Exploring the use of metacognitive monitoring cues following a diagram completion intervention. |
|---|---|
| Authors: | Noushad, Babu1,2 b.pilaparambil@maastrichtuniversity.nl, Van Gerven, Pascal W. M.1, de Bruin, Anique B. H.1 |
| Source: | Advances in Health Sciences Education. Sep2024, Vol. 29 Issue 4, p1323-1351. 29p. |
| Subject Terms: | *Medical school admission, Metacognitive therapy, Medical practice, Medical personnel, Medical care, Health outcome assessment |
| Abstract: | Studying texts constitutes a significant part of student learning in health professions education. Key to learning from text is the ability to effectively monitor one's own cognitive performance and take appropriate regulatory steps for improvement. Inferential cues generated during a learning experience typically guide this monitoring process. It has been shown that interventions to assist learners in using comprehension cues improve their monitoring accuracy. One such intervention is having learners to complete a diagram. Little is known, however, about how learners use cues to shape their monitoring judgments. In addition, previous research has not examined the difference in cue use between categories of learners, such as good and poor monitors. This study explored the types and patterns of cues used by participants after being subjected to a diagram completion task prior to their prediction of performance (PoP). Participants' thought processes were studied by means of a think-aloud method during diagram completion and the subsequent PoP. Results suggest that relying on comprehension-specific cues may lead to a better PoP. Poor monitors relied on multiple cue types and failed to use available cues appropriately. They gave more incorrect responses and made commission errors in the diagram, which likely led to their overconfidence. Good monitors, on the other hand, utilized cues that are predictive of learning from the diagram completion task and seemed to have relied on comprehension cues for their PoP. However, they tended to be cautious in their judgement, which probably made them underestimate themselves. These observations contribute to the current understanding of the use and effectiveness of diagram completion as a cue-prompt intervention and provide direction for future research in enhancing monitoring accuracy. [ABSTRACT FROM AUTHOR] |
| Copyright of Advances in Health Sciences Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 179394880 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring the use of metacognitive monitoring cues following a diagram completion intervention. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Noushad%2C+Babu%22">Noushad, Babu</searchLink><relatesTo>1,2</relatesTo><i> b.pilaparambil@maastrichtuniversity.nl</i><br /><searchLink fieldCode="AR" term="%22Van+Gerven%2C+Pascal+W%2E+M%2E%22">Van Gerven, Pascal W. M.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22de+Bruin%2C+Anique+B%2E+H%2E%22">de Bruin, Anique B. H.</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Advances+in+Health+Sciences+Education%22">Advances in Health Sciences Education</searchLink>. Sep2024, Vol. 29 Issue 4, p1323-1351. 29p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Medical+school+admission%22">Medical school admission</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognitive+therapy%22">Metacognitive therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+practice%22">Medical practice</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+personnel%22">Medical personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+care%22">Medical care</searchLink><br /><searchLink fieldCode="DE" term="%22Health+outcome+assessment%22">Health outcome assessment</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Studying texts constitutes a significant part of student learning in health professions education. Key to learning from text is the ability to effectively monitor one's own cognitive performance and take appropriate regulatory steps for improvement. Inferential cues generated during a learning experience typically guide this monitoring process. It has been shown that interventions to assist learners in using comprehension cues improve their monitoring accuracy. One such intervention is having learners to complete a diagram. Little is known, however, about how learners use cues to shape their monitoring judgments. In addition, previous research has not examined the difference in cue use between categories of learners, such as good and poor monitors. This study explored the types and patterns of cues used by participants after being subjected to a diagram completion task prior to their prediction of performance (PoP). Participants' thought processes were studied by means of a think-aloud method during diagram completion and the subsequent PoP. Results suggest that relying on comprehension-specific cues may lead to a better PoP. Poor monitors relied on multiple cue types and failed to use available cues appropriately. They gave more incorrect responses and made commission errors in the diagram, which likely led to their overconfidence. Good monitors, on the other hand, utilized cues that are predictive of learning from the diagram completion task and seemed to have relied on comprehension cues for their PoP. However, they tended to be cautious in their judgement, which probably made them underestimate themselves. These observations contribute to the current understanding of the use and effectiveness of diagram completion as a cue-prompt intervention and provide direction for future research in enhancing monitoring accuracy. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Advances in Health Sciences Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10459-023-10309-9 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 29 StartPage: 1323 Subjects: – SubjectFull: Medical school admission Type: general – SubjectFull: Metacognitive therapy Type: general – SubjectFull: Medical practice Type: general – SubjectFull: Medical personnel Type: general – SubjectFull: Medical care Type: general – SubjectFull: Health outcome assessment Type: general Titles: – TitleFull: Exploring the use of metacognitive monitoring cues following a diagram completion intervention. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Noushad, Babu – PersonEntity: Name: NameFull: Van Gerven, Pascal W. M. – PersonEntity: Name: NameFull: de Bruin, Anique B. H. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 13824996 Numbering: – Type: volume Value: 29 – Type: issue Value: 4 Titles: – TitleFull: Advances in Health Sciences Education Type: main |
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