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Educación Médica

versión impresa ISSN 1575-1813


ESCANERO-MARCEN, J.F.; GONZALEZ-HARO, C.; EZQUERRA, L.  y  BORQUE, L.. Designing and implementing a practical on metacognition as part of the subject of Human Physiology (Faculty of Medicine). Educ. méd. [online]. 2009, vol.12, n.1, pp.47-53. ISSN 1575-1813.

Aim. To present the design and results found in a practical lecture on metacognition in the subject of Human Physiology (School of Medicine). Subjects and methods. The practical lecture was attended by 119 students (95 women and 24 men). This one was divided into two parts: in the first, students determined by themselves their learning style (Kolb test) in order to show that not everyone learns the same way and makes them reflect on the essential features of each style found; in the second, they wrote on the recommendations made to his/her best friend on how to study the Physiology and then put them to rest. Results and conclusions. The results respect to the learning modes showed two facts: one, the highest score was obtained by abstract conceptualization, for both men and women; and another, in relation to the second option the active experimentation was reported by women (significantly greater than men) versus reflective observation indicated by men. Regarding learning styles of students, these were assimilator and converger, with little difference between them. By gender, the following fact was found: in men predominated assimilator style (13 versus 8), whereas women were the most converger one (44 versus 36). In the second part of the practical lecture (metacognition) both groups expressed to use the same learning strategies, independently of the learning style. Some strategies were used by students with different sophistication levels.

Palabras clave : Learning styles; Learning strategies; Metacognition.

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