Personalized strategies for academic success in learning anatomy: Exploring metacognitive and technological adaptation in medical students

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dc.contributor.authorStambuk-Castellano, Monica
dc.contributor.authorCarrera, Anna
dc.contributor.authorTubbs, R. Shane
dc.contributor.authorAlario-Hoyos, Carlos
dc.contributor.authorVerdu, Enric
dc.contributor.authorIwanaga, Joe
dc.contributor.authorReina, Francisco
dc.date.accessioned2025-01-20T17:07:40Z
dc.date.available2025-01-20T17:07:40Z
dc.date.issued2024
dc.description.abstractPersonalization of learning is an educational strategy rooted in metacognition and is significant in academic training. This is especially true in medical contexts. This study explored the relationship between the metacognitive profile of students of human anatomy, the classification of questions according to their difficulty, and the anatomical domain. It also covered the integration of educational technologies to create personalized learning environments. The identification of metacognitive profiles ("Active", "Pragmatic", "Theoretical", and "Reflective") has been highlighted as a critical influence on students' responses to different pedagogical approaches. Personalized adaptation based on these profiles has shown potential for improving grades and increasing student satisfaction and engagement with learning. The results revealed variations in student performance in relation to different pedagogical approaches, learning units, and evaluation modalities. The "Experience" evaluation modality, personalized according to metacognitive profiles, level of competence, and learning objectives, resulted in higher average scores. However, there was significant variability in the results. Those findings confirm the effectiveness of metacognitive adaptation in improving academic performance. Furthermore, they provide a solid basis for formulating personalized and effective pedagogical strategies in medical education. They recognize the influence of metacognitive profiles on student performance and contribute to advancing medical pedagogy.
dc.fuente.origenWOS
dc.identifier.doi10.1002/ca.24155
dc.identifier.eissn1098-2353
dc.identifier.issn0897-3806
dc.identifier.urihttps://doi.org/10.1002/ca.24155
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/90881
dc.identifier.wosidWOS:001181482200001
dc.issue.numero4
dc.language.isoen
dc.pagina.final483
dc.pagina.inicio472
dc.revistaClinical anatomy
dc.rightsacceso restringido
dc.subjectcompetence level
dc.subjecteducational technologies
dc.subjectlearning anatomy
dc.subjectmetacognitive profile
dc.subjectpersonalized learning
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación de calidad
dc.titlePersonalized strategies for academic success in learning anatomy: Exploring metacognitive and technological adaptation in medical students
dc.typeartículo
dc.volumen37
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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