Increase in Knowledge of Ignorance During Problem-Based Learning Sessions: Possible Improvement of Metacognition / 医学教育

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.<BR>1) The number of units decreased significantly (chi-square p=0.02).<BR>2) Only the proportion of units categorised as “comprehension” in “individual learning” showed significant increase (Bonferroni p<0.001).<BR>3) Comments in this category stated that “I don't understand so-and-so.”<BR>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.