Diseño y validación de un instrumento para evaluar la metacognición sobre el estudio en estudiantes de Medicina

Abstract

This article discusses the design and validation of an instrument to evaluate the metacognition of independent study processes in students of the Medical Career of the Faculty of Medical Sciences of the National University of La Plata, Argentina. The instrument is composed of 32 Likert scale items that examine self-perception, specific activities and self-monitoring in the study. It is complemented by a series of open questions. The results show a close association between the types of metacognitive knowledge and eleven factors that influence the different levels of consciousness, study activities and academic performance. The difficulties detected in the study put in tension the role of university education linked to the possibility of access by students to the development of high level cognitive abilities in university study and educational inclusion.