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de la Portilla Maya, S. R. ., Duque Dussán, A. M., Landínez Martínez, D. A. ., Montoya Londoño, . D. M. ., & Gutiérrez De Blume, A. P. . (2022). Critical thinking and metacognitive awareness in a sample of medical students. Latinoamericana De Estudios Educativos, 18(1), 145–168. https://doi.org/10.17151/rlee.2022.18.1.8
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Authors
Sonia Rocío de la Portilla Maya
Universidad de Manizales
Ana María Duque Dussán
Virrey Solís IPS ManizalesDaniel Alfredo Landínez Martínez
Universidad Católica Luis AmigóDiana Marcela Montoya Londoño
Universidad de ManizalesAntonio P. Gutiérrez De Blume
Georgia Southern UniversityAbstract
Objective: This study aimed at describing and correlating critical thinking skills and metacognitive awareness in a sample of medical students of a Medicine Program in the city of Manizales (Colombia), during the second semester of 2019. Method: Descriptive, correlational cross-section study with a sample of 42 students from the Medicine program at Universidad de Manizales who were enrolled during the first semester of 2019 (22 from the first semester and 20 from the last semester), and that voluntarily participated in this research. The instruments used in the study were the California Critical Thinking Skills Test (CCTST-N) and the Metacognitive Awareness Inventory (MAI) in their Spanish version Results: In relation to metacognitive awareness, the highest averages were evidenced in conditional knowledge and debugging but lowest performance was obtained at the planning skill level. For the evaluation of critical thinking, the highest averages were presented in the processes of level of induction and inference processes, and the lowest averages were in the measures of arithmetic, evaluation, and explanation. All the correlations between the categories of metacognitive awareness, critical thinking, and the crossing between the two themes were positive. Conclusions: A correlation between critical thinking and metacognitive awareness was evidenced, as well as the need to strengthen some of these thinking skills in medical students, especially in relation to planning, evaluation, explanation and arithmetic.
References
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Flavell, J. (1979). Metacognition and Cognitive Monitoring a New Area of CognitiveDevelopmental Inquiry. American Psychologist, 34(10), 906-911.
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Flavell, J. (1987). Speculation about nature and development of metacognition. In F. Weinert & R. Kluwe (eds.), Metacognition, motivación and understanding (pp. 21-29). Hillsdale.
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Halpern, D. F. (1998). Teaching critical thinking for transfer across domains. American Psychologist, 53(4), 449-455. https://doi.org/10.1037/0003-066X.53.4.449
Harrison, G. & Vallin, L. (2018). Evaluating the metacognitive awareness inventory using empirical factor-structure evidence. Metacognition Learning, 13, 15-38. https://doi.org/10.1007/s11409-017-9176-z
Huertas, A., Vesga, G. y Galindo, M. (2014). Validación del instrumento inventario de habilidades metacognitivas “MAI” con estudiantes colombianos. Revista Praxis y Saber, 5(10), 55-74. https://bit.ly/3qEjAVS
Insight Assessment. (2020). Measuring Thinking Worldwide. https://www.insightassessment.com/article/insight-assessment-user-manuals
Kluwe, R. (1982). Cognitive knowledge and executive control. In D. Griffin (ed.), Human mind- animal mind (pp. 201-224). Springer.
Lima Filho, R. N. & Leal Bruni, A. (2015). Metacognitive awareness inventory: Translation and validation from a confirmatory analysis. Psicologia: Ciência e Profissão, 35, 1275-1293. https://doi.org/10.1590/1982-3703002292013
Meltzer, L. (2014). Teaching Executive Functioning Processes: Promoting Metacognition, Strategy Use, and Effort. Handbook of Executive Functioning. Springer.
Martínez-Bernal, J., Sanabria-Rodríguez, L. & López-Vargas, O. (2016). Relationships between learning achievement, self-monitoring, cognitive style, and learning style in medical students. Praxis y Saber, 7(14), 141-164. https://dx.doi.org/10.19053/22160159.5221
Nickerson, R. S. (1987). Why teach thinking? In J. Baron & R. Sternberg (eds.), Teaching thinking skills: Theory and practice (pp. 27-38). Freeman.
Nocito, G. (2013). Autorregulación del aprendizaje de alumnos de grado. Estudio de caso (tesis de doctorado). Universidad complutense de Madrid, Madrid, España. http://eprints.ucm.es/24036/1/T35049.pdf
Peña-Ayala, A., & Cárdenas, L. (2015). A conceptual model of the metacognitive activity. In A. Peña-Ayala (Ed.), Metacognition: Fundaments, applications and trends. A prolife of the current state -of-the-art (pp. 39–64). New York: Springer.
Perkins, D. N. (1987). Thinking frames: An integrated perspective on teaching cognitive skills. In J. Baron & R. Sternberg (eds.), Teaching thinking skills: Theory and practice (pp. 41-61). Freeman.
Perkins, D. N. (2001). Wisdom in the wild. Educational Psychologist, 36, 265-268. https://doi.org/10.1207/S15326985EP3604_7
Schraw, G. & Sperling Dennison, R. (1994). Assessing Metacognitive Awareness. Contemporary Educational Psychology, 19(4), 460-475. https://doi.org/10.1006/ceps.1994.1033
Schraw, G. & Moshman, D. (1995). Metacognitive Theories. Educational Psychology Review, 7(4), 351-371. https://doi.org/10.1007/BF02212307
Schraw, G. (2002). Promoting General Metacognitive Awareness. In H. Hartman (ed.), Metacognition in learning and instruction (pp. 3-16). Springer - Science.
Swartz, R. J. & Perkins, D. N. (1990). Teaching thinking: Issues and approaches. Midwest.
Sawyer, T. (2014). The Handbook of the Learning Sciences. Cambridge University Press.
Serra, M. & Metcalfe, J. (2009). Effective Implementation of Metacognition. In D. Hacker, J. Dunlosky & A. Graesser (eds.), Handbook the Metacognition in Education (pp. 278-298). Routledge.
Sheskin, D. J. (2007). Handbook of parametric and nonparametric statistical procedures.Chapman y Hall/CRC.
Amaya, A. (2010). Educación médica actual: un reto conceptual. Universitas Médica, 51(2), 15-119. https://www.redalyc.org/pdf/2310/231016391001.pdf
Azevedo, R. & Cromley, J. (2004). Does training on self-regulated learning facilitate students’ learning with hypermedia? Journal of Educational Psychology, 96(3), 523-535. https://doi.org/10.1037/0022-0663.96.3.523
Balcikanli, C. (2011). Metacognitive Awareness Inventory for Teachers (MAIT). Electronic Journal of Research in Educational Psychology, 9(3), 1309-1332. https://bit.ly/36Vmqic
Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. Weinert & R. Kluwe (eds.), Metacognition, motivación and understanding (pp. 65-116). Lawrence Erlbaum Associates, Inc.
Bruning, R., Schraw, G. y Norby, M. (2012). Psicología cognitiva y de la instrucción. Pearson Educación.
Borracci, R., Salazar, A. y Arribalzaga, E. (2018). El futuro de la feminización de la medicina en Argentina. FEM Revista de la Fundación educación médica, 21(3), 113-118. https://dx.doi.org/10.33588/fem.213.944
De la Portilla-Maya, S., Dussán-Lubert, C., Landínez-Martínez, D. y Montoya- Londoño, D. (2019). Diferencias en los perfiles de pensamiento crítico en estudiantes de un
programa de medicina. Revista Latinoamericana de Estudios Educativos 15(2), 31-47. https://doi.org/10.17151/rlee.2019.15.2.3
Echeverry-Sarmiento, J. (2015). La investigación al servicio de la docencia en las facultades de medicina para el desarrollo del aprendizaje autónomo y formación de profesionales reflexivos. Revista Med, 23(1), 56-69. https://dx.doi.org/10.18359/rmed.1330
Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. Baron & R. Sternberg (eds.), Teaching thinking skills: Theory and practice (pp. 9-26). W H Freeman/Times Books/ Henry Holt & Co.
Estany, A. (2013). La filosofía en el marco de las neurociencias. Revista de Neurología, 56(6), 344-348. https://bit.ly/3iIj9oQ
Estryn-Behar, M., Fry, C., Guetarni, K., Aune, I., Machet, G., Doppia, M. A., Lassaunière, J. M., Muster, D., Pelloux, P. & Prudhomme, Ch. (2011). Work week duration, work-family balance and difficulties encountered by female and male physicians: results from the French SESMAT study. Work, 40(1), 83-100. https://doi.org/10.3233/WOR-2011-1270
Flavell, J. (1979). Metacognition and Cognitive Monitoring a New Area of CognitiveDevelopmental Inquiry. American Psychologist, 34(10), 906-911.
https://doi.org/10.1037/0003-066x.34.10.906
Flavell, J. (1987). Speculation about nature and development of metacognition. In F. Weinert & R. Kluwe (eds.), Metacognition, motivación and understanding (pp. 21-29). Hillsdale.
Geary, U. y Kennedy, U. (2010). Toma de decisiones clínicas en medicina de urgencias y emergencias. Emergencias, 22(1), 56-60. https://bit.ly/36rMhyp
Gourgey, A. (2002). Metacognition in Basic Skills Instruction. In H. Hartman (ed.), Metacognition in learning and instruction (pp. 17-32). Springer - Science.
Halpern, D. F. (1998). Teaching critical thinking for transfer across domains. American Psychologist, 53(4), 449-455. https://doi.org/10.1037/0003-066X.53.4.449
Harrison, G. & Vallin, L. (2018). Evaluating the metacognitive awareness inventory using empirical factor-structure evidence. Metacognition Learning, 13, 15-38. https://doi.org/10.1007/s11409-017-9176-z
Huertas, A., Vesga, G. y Galindo, M. (2014). Validación del instrumento inventario de habilidades metacognitivas “MAI” con estudiantes colombianos. Revista Praxis y Saber, 5(10), 55-74. https://bit.ly/3qEjAVS
Insight Assessment. (2020). Measuring Thinking Worldwide. https://www.insightassessment.com/article/insight-assessment-user-manuals
Kluwe, R. (1982). Cognitive knowledge and executive control. In D. Griffin (ed.), Human mind- animal mind (pp. 201-224). Springer.
Lima Filho, R. N. & Leal Bruni, A. (2015). Metacognitive awareness inventory: Translation and validation from a confirmatory analysis. Psicologia: Ciência e Profissão, 35, 1275-1293. https://doi.org/10.1590/1982-3703002292013
Meltzer, L. (2014). Teaching Executive Functioning Processes: Promoting Metacognition, Strategy Use, and Effort. Handbook of Executive Functioning. Springer.
Martínez-Bernal, J., Sanabria-Rodríguez, L. & López-Vargas, O. (2016). Relationships between learning achievement, self-monitoring, cognitive style, and learning style in medical students. Praxis y Saber, 7(14), 141-164. https://dx.doi.org/10.19053/22160159.5221
Nickerson, R. S. (1987). Why teach thinking? In J. Baron & R. Sternberg (eds.), Teaching thinking skills: Theory and practice (pp. 27-38). Freeman.
Nocito, G. (2013). Autorregulación del aprendizaje de alumnos de grado. Estudio de caso (tesis de doctorado). Universidad complutense de Madrid, Madrid, España. http://eprints.ucm.es/24036/1/T35049.pdf
Peña-Ayala, A., & Cárdenas, L. (2015). A conceptual model of the metacognitive activity. In A. Peña-Ayala (Ed.), Metacognition: Fundaments, applications and trends. A prolife of the current state -of-the-art (pp. 39–64). New York: Springer.
Perkins, D. N. (1987). Thinking frames: An integrated perspective on teaching cognitive skills. In J. Baron & R. Sternberg (eds.), Teaching thinking skills: Theory and practice (pp. 41-61). Freeman.
Perkins, D. N. (2001). Wisdom in the wild. Educational Psychologist, 36, 265-268. https://doi.org/10.1207/S15326985EP3604_7
Schraw, G. & Sperling Dennison, R. (1994). Assessing Metacognitive Awareness. Contemporary Educational Psychology, 19(4), 460-475. https://doi.org/10.1006/ceps.1994.1033
Schraw, G. & Moshman, D. (1995). Metacognitive Theories. Educational Psychology Review, 7(4), 351-371. https://doi.org/10.1007/BF02212307
Schraw, G. (2002). Promoting General Metacognitive Awareness. In H. Hartman (ed.), Metacognition in learning and instruction (pp. 3-16). Springer - Science.
Swartz, R. J. & Perkins, D. N. (1990). Teaching thinking: Issues and approaches. Midwest.
Sawyer, T. (2014). The Handbook of the Learning Sciences. Cambridge University Press.
Serra, M. & Metcalfe, J. (2009). Effective Implementation of Metacognition. In D. Hacker, J. Dunlosky & A. Graesser (eds.), Handbook the Metacognition in Education (pp. 278-298). Routledge.
Sheskin, D. J. (2007). Handbook of parametric and nonparametric statistical procedures.Chapman y Hall/CRC.
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