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Published on:January 2016
Indian Journal of Pharmaceutical Education and Research, 2016; 50(2):251-260
Pharmaceutical Education | doi:10.5530/ijper.50.2.5

Metacognitive Awareness of Third-Year Chinese Undergraduate Pharmacy Students in Wuhan University of Science and Technology: Preliminary Evaluation and Implications for Training of Life-long Learners


Authors and affiliation (s):

Xianmin Hu, Jun Wang*, Lan Chen

Department of Pharmacy, College of Medicine, Wuhan University of Science and Technology, Wuhan-430065, CHINA.

Abstract:

Background: Assessing and improving metacognitive awareness in pharmay students is essential to maintain lifelong competency of pharmacists and high-quality care for their patients. Objective: This preliminary study aimed to investigate the acquisition of metacognitive awareness and self-assessment as a predictor/estimator of scores on a summative examination in 57 third-year Chinese undergraduate pharmacy students in Wuhan University of Science and Technology. Methods: The 30-item Meta-cognitions Questionnaire (MCQ-30) was used to assess students’ metacognitive beliefs. Before administration of examination, students were required to complete a percentage correct scale for self-quantifying their potential performance, and students were also provided estimates of their performance after completing the examination. Results: The mean score of MCQ-30 was 76.95, and there were no significant differences in MCQ-30 scores according to gender and age, except that males scored 2.03 points higher than females in the “Need for control over thoughts” subscale. However, only 33.3% of students correctly predicted their total scores before exam, and the differences between actual and estimated performance after exam were statistically significant. In general, respondent pharmacy students have under-predicted their performance before the exam, but over-estimated their performance after exam. Moreover, students who accurately or under-predicted their performance before exam had higher MCQ-30 scores than over-predicted students. Conclusion: It is necessary to explore effective educational methods to help Chinese pharmacy students to practically develop metacognitive awareness and skills by creating awareness of their existing knowledge.

Key words: Metacognitive awareness, Pharmacy education, China, 30-item meta-cognitions questionnaire, Lifelong learning, Assessment.

 

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The Official Journal of Association of Pharmaceutical Teachers of India (APTI)
(Registered under Registration of Societies Act XXI of 1860 No. 122 of 1966-1967, Lucknow)

Indian Journal of Pharmaceutical Education and Research (IJPER) [ISSN-0019-5464] is the official journal of Association of Pharmaceutical Teachers of India (APTI) and is being published since 1967.

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