Increase in Knowledge of Ignorance During Problem-Based Learning Sessions: Possible Improvement of Metacognition
- Author:
Noriko AINODA
;
Hirotaka ONISHI
;
Yoshimichi UEDA
;
Ariyuki HORI
;
Katsuyuki MIURA
;
Katsuhito MIYAZAWA
;
Koji SUZUKI
- Publication Type:Journal Article
- Keywords:
problem-based learning;
medicine;
undergraduates;
metacognition
- From:Medical Education
2007;38(1):11-17
- CountryJapan
- Language:English
-
Abstract:
To seek longitudinal changes in metacognitive processes through problem-based learning (PBL), we analysed the contents of all comments written reflectively by the third-year students after they finished discussions in each PBL session. After dividing their comments into meaningful units, we focused on two major thematic categories and five sub-categories to be analysed.
1) The number of units decreased significantly (chi-square: p=0.02).
2) Only the proportion of units categorised as “comprehension” in “individual learning” showed significant increase (Bonferroni: p<0.001).
3) Comments in this category stated that “I don't understand so-and-so.”
4) The increase of “comprehension” as they experienced more PBL suggested that students' knowledge of ignorance as metacognition was fostered through sessions in medical PBL.
