Scoping Review: habilidades metacognitivas en educación médica

La metacognición se refiere a la capacidad de reflexionar sobre y controlar los propios procesos de pensamiento y aprendizaje. Es un componente crucial en la educación, ya que permite a los estudiantes evaluar y ajustar sus estrategias de aprendizaje para mejorar su comprensión y rendimiento académi...

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Fecha de publicación:: 2024

Institución:: Universidad del Rosario

Repositorio:: Repositorio EdocUR - U. Rosario

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dc.title.none.fl_str_mv	Scoping Review: habilidades metacognitivas en educación médica
dc.title.TranslatedTitle.none.fl_str_mv	Scoping Review: Metacognitive skills in medical education
title	Scoping Review: habilidades metacognitivas en educación médica
spellingShingle	Scoping Review: habilidades metacognitivas en educación médica Metacognición Educación medica Capacidades cognitivas Conocimiento metacognitivo Regulación metacognitiva Metacognition Medical education Cognitive capacities Metacognitive knowledge Metacognitive regulation
title_short	Scoping Review: habilidades metacognitivas en educación médica
title_full	Scoping Review: habilidades metacognitivas en educación médica
title_fullStr	Scoping Review: habilidades metacognitivas en educación médica
title_full_unstemmed	Scoping Review: habilidades metacognitivas en educación médica
title_sort	Scoping Review: habilidades metacognitivas en educación médica
dc.contributor.advisor.none.fl_str_mv	Perdomo, Karin Natalia
dc.subject.none.fl_str_mv	Metacognición Educación medica Capacidades cognitivas Conocimiento metacognitivo Regulación metacognitiva
topic	Metacognición Educación medica Capacidades cognitivas Conocimiento metacognitivo Regulación metacognitiva Metacognition Medical education Cognitive capacities Metacognitive knowledge Metacognitive regulation
dc.subject.keyword.none.fl_str_mv	Metacognition Medical education Cognitive capacities Metacognitive knowledge Metacognitive regulation
description	La metacognición se refiere a la capacidad de reflexionar sobre y controlar los propios procesos de pensamiento y aprendizaje. Es un componente crucial en la educación, ya que permite a los estudiantes evaluar y ajustar sus estrategias de aprendizaje para mejorar su comprensión y rendimiento académico. Las habilidades metacognitivas incluyen el conocimiento de la propia cognición (conocimiento metacognitivo) y la regulación de la cognición (regulación metacognitiva). El conocimiento metacognitivo abarca la comprensión de las propias capacidades cognitivas, las tareas de aprendizaje y las estrategias que pueden emplearse para abordar dichas tareas. La regulación metacognitiva, por otro lado, implica la planificación, monitoreo y evaluación de los propios procesos de aprendizaje. Estas habilidades permiten a los estudiantes identificar cuándo una estrategia no está funcionando y hacer ajustes necesarios. Diversos estudios han demostrado que la enseñanza explícita de habilidades metacognitivas puede mejorar significativamente el rendimiento académico y la capacidad de los estudiantes para enfrentar problemas complejos. Este scoping review pretende resumir la evidencia relacionada con el desarrollo de habilidades metacognitivas en la toma de decisiones y resolución de problemas durante el proceso de formación médica. Al final se hace una propuesta sobre las estrategias de educación que puedan reforzar dichas habilidades.
publishDate	2024
dc.date.accessioned.none.fl_str_mv	2024-07-09T17:36:56Z
dc.date.available.none.fl_str_mv	2024-07-09T17:36:56Z
dc.date.created.none.fl_str_mv	2024-07-04
dc.type.none.fl_str_mv	bachelorThesis
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dc.type.document.none.fl_str_mv	Trabajo de grado
dc.type.spa.none.fl_str_mv	Trabajo de grado
dc.identifier.uri.none.fl_str_mv	https://repository.urosario.edu.co/handle/10336/42977
url	https://repository.urosario.edu.co/handle/10336/42977
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language	spa
dc.rights.*.fl_str_mv	Attribution-NonCommercial-ShareAlike 4.0 International
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rights_invalid_str_mv	Attribution-NonCommercial-ShareAlike 4.0 International Abierto (Texto Completo) http://creativecommons.org/licenses/by-nc-sa/4.0/ http://purl.org/coar/access_right/c_abf2
dc.format.extent.none.fl_str_mv	42 pp
dc.format.mimetype.none.fl_str_mv	application/pdf
dc.publisher.none.fl_str_mv	Universidad del Rosario Pontificia Universidad Javeriana. Facultad de Medicina
dc.publisher.department.none.fl_str_mv	Escuela de Medicina y Ciencias de la Salud
dc.publisher.program.none.fl_str_mv	Maestría en Educación para Profesionales de la Salud
publisher.none.fl_str_mv	Universidad del Rosario Pontificia Universidad Javeriana. Facultad de Medicina
institution	Universidad del Rosario
dc.source.bibliographicCitation.none.fl_str_mv	Abdel Nasser, A., Medical Education Department, Faculty of Medicine, Suez Canal University, Egypt, Mansour Al Sharfa, J., Medical Intern, Ibn Sina National College for Medical Studies, Jeddah, Saudi Arabia, Ali AL-Garni, M., Medical Intern, Ibn Sina National College for Medical Studies, Jeddah, Saudi Arabia, Aqeel Alzubaidi, F., Medical Intern, Ibn Sina National College for Medical Studies, Jeddah, Saudi Arabia, Salem Bahwirith, A., Medical Intern, Ibn Sina National College for Medical Studies, Jeddah, Saudi Arabia, Aqeel Alzubaidi, M., Fourth Year Medical Student, Ibn Sina National College for Medical Studies, Jeddah, Saudi Arabia, Atwa, H., & Medical Education Unit, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain. (2020). Faculty Members versus Teaching Assistants as Problem-Based Learning (PBL) Facilitators: Medical Students’ Perception. Asian Journal of Pharmaceutical Research and Health Care, 13(2), 163–176. https://doi.org/10.18311/ajprhc/2021/26684 Ament Giuliani Franco, C., Franco, R. S., Cecilio-Fernandes, D., Severo, M., Ferreira, M. A., & De Carvalho-Filho, M. A. (2020). Added value of assessing medical students’ reflective writings in communication skills training: A longitudinal study in four academic centres. BMJ Open, 10(11), e038898. https://doi.org/10.1136/bmjopen-2020-038898 Artino, A. R., Cleary, T. J., Dong, T., Hemmer, P. A., & Durning, S. J. (2014). Exploring clinical reasoning in novices: A self-regulated learning microanalytic assessment approach. Medical Education, 48(3), 280–291. https://doi.org/10.1111/medu.12303 Brenner, C. A. (2022). Self-regulated learning, self-determination theory and teacher candidates’ development of competency-based teaching practices. Smart Learning Environments, 9(1), 3. https://doi.org/10.1186/s40561-021-00184-5 Chew, K., Durning, S., & Van Merriënboer, J. (2016). Teaching metacognition in clinical decision- making using a novel mnemonic checklist: An exploratory study. Singapore Medical Journal, 57(12), 694–700. https://doi.org/10.11622/smedj.2016015 Cleary, T. J., Durning, S. J., & Artino, A. R. (2016). Microanalytic Assessment of Self-Regulated Learning During Clinical Reasoning Tasks: Recent Developments and Next Steps. Academic Medicine, 91(11), 1516–1521. https://doi.org/10.1097/ACM.0000000000001228 Domínguez, L. C., Mora, C. M., & Restrepo, J. A. (2023). “Learning to learn” in the Extended Inverted Classroom: An evaluation of the effects of interactive teaching on knowledge and cognitive regulation in medical students. Revista Colombiana de Psiquiatría (English Ed.), 52(4), 314–319. https://doi.org/10.1016/j.rcpeng.2021.07.008 Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive– developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906 Gutierrez De Blume, A. P., & Montoya Londoño, D. M. (2021). Differences in Metacognitive Skills among Undergraduate Students in Education, Psychology, and Medicine. Revista Colombiana de Psicología, 30(1). https://doi.org/10.15446/rcp.v30n1.88146 Haglund, M. M., Cutler, A. B., Suarez, A., Dharmapurikar, R., Lad, S. P., & McDaniel, K. E. (2021). The Surgical Autonomy Program: A Pilot Study of Social Learning Theory Applied to Competency-Based Neurosurgical Education. Neurosurgery, 88(4), E345–E350. https://doi.org/10.1093/neuros/nyaa556 Ho, Y.-R., Chen, B.-Y., & Li, C.-M. (2023). Thinking more wisely: Using the Socratic method to develop critical thinking skills amongst healthcare students. BMC Medical Education, 23(1), 173. https://doi.org/10.1186/s12909-023-04134-2 Iyer, S., Goss, E., Browder, C., Paccione, G., & Arnsten, J. (2019). Development and evaluation of a clinical reasoning curriculum as part of an Internal Medicine Residency Program. Diagnosis, 6(2), 115–119. https://doi.org/10.1515/dx-2018-0093 Kiesewetter, J., Ebersbach, R., Görlitz, A., Holzer, M., Fischer, M. R., & Schmidmaier, R. (2013). Cognitive Problem Solving Patterns of Medical Students Correlate with Success in Diagnostic Case Solutions. PLoS ONE, 8(8), e71486. https://doi.org/10.1371/journal.pone.0071486 Lajoie, S. P., Li, S., & Zheng, J. (2023). The functional roles of metacognitive judgement and emotion in predicting clinical reasoning performance with a computer simulated environment. Interactive Learning Environments, 31(6), 3464–3475. https://doi.org/10.1080/10494820.2021.1931347 Lane, A. S., & Roberts, C. (2022). Contextualised reflective competence: A new learning model promoting reflective practice for clinical training. BMC Medical Education, 22(1), 71. https://doi.org/10.1186/s12909-022-03112-4 Li, L., Zhu, M., Shi, Y., & Yang, L. (2023). Influencing factors of self-regulated learning of medical- related students in a traditional Chinese medical university: A cross-sectional study. BMC Medical Education, 23(1), 87. https://doi.org/10.1186/s12909-023-04051-4 Li, S., Huang, X., Wang, T., Pan, Z., & Lajoie, S. P. (2022). Examining the Interplay between Self- regulated Learning Activities and Types of Knowledge within a Computer-simulated Environment. Journal of Learning Analytics, 9(3), 152–168. https://doi.org/10.18608/jla.2022.7571 Moffett, S. E., Shahidi, H., Sule, H., & Lamba, S. (2019). Social Determinants of Health Curriculum Integrated Into a Core Emergency Medicine Clerkship. MedEdPORTAL, 10789. https://doi.org/10.15766/mep_2374-8265.10789 Morrill, C., Hardin, J., & Steiman, J. (2023). Perioperative Reflection: An Understudied Yet Common Practice Among Surgical Residents. Journal of Surgical Education, 80(3), 428–433. https://doi.org/10.1016/j.jsurg.2022.10.010 Pascarella, L., Marulanda, K., Duchesneau, E. D., Sanchez-Casalongue, M., Kapadia, M., & Farrell, T. M. (2023). Preferred Feedback Styles Among Different Groups in an Academic Medical Center. Journal of Surgical Research, 288, 215–224. https://doi.org/10.1016/j.jss.2023.02.044 Poitras, E. G., Doleck, T., & Lajoie, S. P. (2018). Towards detection of learner misconceptions in a medical learning environment: A subgroup discovery approach. Educational Technology Research and Development, 66(1), 129–145. https://doi.org/10.1007/s11423-017-9555-9 Ruczynski, L. I., Van De Pol, M. H., Schouwenberg, B. J., Laan, R. F., & Fluit, C. R. (2022). Learning clinical reasoning in the workplace: A student perspective. BMC Medical Education, 22(1), 19. https://doi.org/10.1186/s12909-021-03083-y Sannathimmappa, M. B. (n.d.). Concept maps in immunology: A metacognitive tool to promote collaborative and meaningful learning among undergraduate medical students. 10(3). Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351–371. https://doi.org/10.1007/BF02212307 Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D. J., Horsley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, C., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M. G., Garritty, C., ... Straus, S. E. (2018). PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation. Annals of Internal Medicine, 169(7), 467–473. https://doi.org/10.7326/M18-0850 Vaishnav, B., Vaishnav, S., Chotaliya, M., Bathwar, D., & Nimbalkar, S. (2019). Cognitive style assessment among medical students: A step towards achieving meta-cognitive integration in medical education. The National Medical Journal of India, 32(4), 235. https://doi.org/10.4103/0970-258X.291298 Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3–14. https://doi.org/10.1007/s11409-006-6893-0 Versteeg, M., Bressers, G., Wijnen-Meijer, M., Ommering, B. W. C., De Beaufort, A. J., & Steendijk, P. (2021). What Were You Thinking? Medical Students’ Metacognition and Perceptions of Self-Regulated Learning. Teaching and Learning in Medicine, 33(5), 473–482. https://doi.org/10.1080/10401334.2021.1889559 Wang, C.-Y., Chen, S., & Huang, M.-Y. (2023). Exploring medical students’ metacognitive and regulatory dimensions of diagnostic problem solving. Medical Education Online, 28(1), 2210804. https://doi.org/10.1080/10872981.2023.2210804 Wang, T., Li, S., Huang, X., Pan, Z., & Lajoie, S. P. (2023). Examining students’ cognitive load in the context of self-regulated learning with an intelligent tutoring system. Education and Information Technologies, 28(5), 5697–5715. https://doi.org/10.1007/s10639-022-11357-1 Weil, J., & Cassara, M. (2020). Occult Sepsis Masked by Trauma—Exploration of Cognitive Biases Through Simulation With Emergency Medicine Residents. MedEdPORTAL, 11023. https://doi.org/10.15766/mep_2374-8265.11023 Xuan Nguyen, K., Viet Tran, T., Duc Nghiem, T., Ngoc Tran, T., Ba Ta, T., Van Nguyen, B., Dinh Le, T., Tien Nguyen, S., Nguyen, K. T., Trung Dinh, H., Pho, D. C., Nguyen Duy, T., & Toan, P. Q. (2023). Relationship Between Metacognitive Awareness of Undergraduate Students and Students’ Academic Performance at Vietnam Military Medical University. Advances in Medical Education and Practice, Volume 14, 791–801. https://doi.org/10.2147/AMEP .S412912 Zheng, J., Lajoie, S. P., Wang, T., & Li, S. (2023). Supporting self-regulated learning in clinical problem-solving with a computer-based learning environment: The effectiveness of scaffolds. Metacognition and Learning, 18(3), 693–709. https://doi.org/10.1007/s11409-023- 09352-z Zheng, J., Li, S., & Lajoie, S. P. (2022). Diagnosing virtual patients in a technology-rich learning environment: A sequential Mining of Students’ efficiency and behavioral patterns. Education and Information Technologies, 27(3), 4259–4275. https://doi.org/10.1007/s10639- 021-10772-0
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spelling	Perdomo, Karin Nataliac1c85f33-80c6-4a9b-90e8-d57461ef1131-1Yepes Velasco, Andres FelipeGómez Cortes, Leonardo AndresBarrios Martinez, Dormar DavidMagíster en Educación para Profesionales de la SaludFull timeb19f897f-258c-4066-bb8f-cabc7cd78f8b-118f5772b-6be2-4e7c-9fec-c24535152906-1a0129082-1e3e-4a7e-96e3-167d1d666794-12024-07-09T17:36:56Z2024-07-09T17:36:56Z2024-07-04La metacognición se refiere a la capacidad de reflexionar sobre y controlar los propios procesos de pensamiento y aprendizaje. Es un componente crucial en la educación, ya que permite a los estudiantes evaluar y ajustar sus estrategias de aprendizaje para mejorar su comprensión y rendimiento académico. Las habilidades metacognitivas incluyen el conocimiento de la propia cognición (conocimiento metacognitivo) y la regulación de la cognición (regulación metacognitiva). El conocimiento metacognitivo abarca la comprensión de las propias capacidades cognitivas, las tareas de aprendizaje y las estrategias que pueden emplearse para abordar dichas tareas. La regulación metacognitiva, por otro lado, implica la planificación, monitoreo y evaluación de los propios procesos de aprendizaje. Estas habilidades permiten a los estudiantes identificar cuándo una estrategia no está funcionando y hacer ajustes necesarios. Diversos estudios han demostrado que la enseñanza explícita de habilidades metacognitivas puede mejorar significativamente el rendimiento académico y la capacidad de los estudiantes para enfrentar problemas complejos. Este scoping review pretende resumir la evidencia relacionada con el desarrollo de habilidades metacognitivas en la toma de decisiones y resolución de problemas durante el proceso de formación médica. Al final se hace una propuesta sobre las estrategias de educación que puedan reforzar dichas habilidades.Metacognition refers to the ability to reflect on and monitor one's own thinking and learning processes. It is a crucial component in education, as it enables students to evaluate and adjust their learning strategies to improve their understanding and academic performance. Metacognitive skills include knowledge of one's own cognition (metacognitive awareness) and regulation of cognition (metacognitive regulation). Metacognitive knowledge encompasses the understanding of one's own cognitive abilities, learning tasks and the strategies that can be used to address these tasks. Metacognitive regulation, on the other hand, involves planning, monitoring and evaluating one's own learning processes. These skills enable learners to identify when a strategy is not working and to make necessary adjustments. Several studies have shown that explicit teaching of metacognitive skills can significantly improve academic performance and students' ability to cope with complex problems. This scoping review aims to summarise the evidence related to the development of metacognitive skills in decision-making and problem-solving during the medical training process. At the end, a proposal is made for educational strategies that can reinforce these skills.42 ppapplication/pdfhttps://repository.urosario.edu.co/handle/10336/42977spaUniversidad del RosarioPontificia Universidad Javeriana. Facultad de MedicinaEscuela de Medicina y Ciencias de la SaludMaestría en Educación para Profesionales de la SaludAttribution-NonCommercial-ShareAlike 4.0 InternationalAbierto (Texto Completo)http://creativecommons.org/licenses/by-nc-sa/4.0/http://purl.org/coar/access_right/c_abf2Abdel Nasser, A., Medical Education Department, Faculty of Medicine, Suez Canal University, Egypt, Mansour Al Sharfa, J., Medical Intern, Ibn Sina National College for Medical Studies, Jeddah, Saudi Arabia, Ali AL-Garni, M., Medical Intern, Ibn Sina National College for Medical Studies, Jeddah, Saudi Arabia, Aqeel Alzubaidi, F., Medical Intern, Ibn Sina National College for Medical Studies, Jeddah, Saudi Arabia, Salem Bahwirith, A., Medical Intern, Ibn Sina National College for Medical Studies, Jeddah, Saudi Arabia, Aqeel Alzubaidi, M., Fourth Year Medical Student, Ibn Sina National College for Medical Studies, Jeddah, Saudi Arabia, Atwa, H., & Medical Education Unit, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain. (2020). Faculty Members versus Teaching Assistants as Problem-Based Learning (PBL) Facilitators: Medical Students’ Perception. Asian Journal of Pharmaceutical Research and Health Care, 13(2), 163–176. https://doi.org/10.18311/ajprhc/2021/26684Ament Giuliani Franco, C., Franco, R. S., Cecilio-Fernandes, D., Severo, M., Ferreira, M. A., & De Carvalho-Filho, M. A. (2020). Added value of assessing medical students’ reflective writings in communication skills training: A longitudinal study in four academic centres. BMJ Open, 10(11), e038898. https://doi.org/10.1136/bmjopen-2020-038898Artino, A. R., Cleary, T. J., Dong, T., Hemmer, P. A., & Durning, S. J. (2014). Exploring clinical reasoning in novices: A self-regulated learning microanalytic assessment approach. Medical Education, 48(3), 280–291. https://doi.org/10.1111/medu.12303Brenner, C. A. (2022). Self-regulated learning, self-determination theory and teacher candidates’ development of competency-based teaching practices. Smart Learning Environments, 9(1), 3. https://doi.org/10.1186/s40561-021-00184-5Chew, K., Durning, S., & Van Merriënboer, J. (2016). Teaching metacognition in clinical decision- making using a novel mnemonic checklist: An exploratory study. Singapore Medical Journal, 57(12), 694–700. https://doi.org/10.11622/smedj.2016015Cleary, T. J., Durning, S. J., & Artino, A. R. (2016). Microanalytic Assessment of Self-Regulated Learning During Clinical Reasoning Tasks: Recent Developments and Next Steps. Academic Medicine, 91(11), 1516–1521. https://doi.org/10.1097/ACM.0000000000001228Domínguez, L. C., Mora, C. M., & Restrepo, J. A. (2023). “Learning to learn” in the Extended Inverted Classroom: An evaluation of the effects of interactive teaching on knowledge and cognitive regulation in medical students. Revista Colombiana de Psiquiatría (English Ed.), 52(4), 314–319. https://doi.org/10.1016/j.rcpeng.2021.07.008Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive– developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906Gutierrez De Blume, A. P., & Montoya Londoño, D. M. (2021). Differences in Metacognitive Skills among Undergraduate Students in Education, Psychology, and Medicine. Revista Colombiana de Psicología, 30(1). https://doi.org/10.15446/rcp.v30n1.88146Haglund, M. M., Cutler, A. B., Suarez, A., Dharmapurikar, R., Lad, S. P., & McDaniel, K. E. (2021). The Surgical Autonomy Program: A Pilot Study of Social Learning Theory Applied to Competency-Based Neurosurgical Education. Neurosurgery, 88(4), E345–E350. https://doi.org/10.1093/neuros/nyaa556Ho, Y.-R., Chen, B.-Y., & Li, C.-M. (2023). Thinking more wisely: Using the Socratic method to develop critical thinking skills amongst healthcare students. BMC Medical Education, 23(1), 173. https://doi.org/10.1186/s12909-023-04134-2Iyer, S., Goss, E., Browder, C., Paccione, G., & Arnsten, J. (2019). Development and evaluation of a clinical reasoning curriculum as part of an Internal Medicine Residency Program. Diagnosis, 6(2), 115–119. https://doi.org/10.1515/dx-2018-0093Kiesewetter, J., Ebersbach, R., Görlitz, A., Holzer, M., Fischer, M. R., & Schmidmaier, R. (2013). Cognitive Problem Solving Patterns of Medical Students Correlate with Success in Diagnostic Case Solutions. PLoS ONE, 8(8), e71486. https://doi.org/10.1371/journal.pone.0071486Lajoie, S. P., Li, S., & Zheng, J. (2023). The functional roles of metacognitive judgement and emotion in predicting clinical reasoning performance with a computer simulated environment. Interactive Learning Environments, 31(6), 3464–3475. https://doi.org/10.1080/10494820.2021.1931347Lane, A. S., & Roberts, C. (2022). Contextualised reflective competence: A new learning model promoting reflective practice for clinical training. BMC Medical Education, 22(1), 71. https://doi.org/10.1186/s12909-022-03112-4Li, L., Zhu, M., Shi, Y., & Yang, L. (2023). Influencing factors of self-regulated learning of medical- related students in a traditional Chinese medical university: A cross-sectional study. BMC Medical Education, 23(1), 87. https://doi.org/10.1186/s12909-023-04051-4Li, S., Huang, X., Wang, T., Pan, Z., & Lajoie, S. P. (2022). Examining the Interplay between Self- regulated Learning Activities and Types of Knowledge within a Computer-simulated Environment. Journal of Learning Analytics, 9(3), 152–168. https://doi.org/10.18608/jla.2022.7571Moffett, S. E., Shahidi, H., Sule, H., & Lamba, S. (2019). Social Determinants of Health Curriculum Integrated Into a Core Emergency Medicine Clerkship. MedEdPORTAL, 10789. https://doi.org/10.15766/mep_2374-8265.10789Morrill, C., Hardin, J., & Steiman, J. (2023). 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Scoping Review: habilidades metacognitivas en educación médica

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