A call to action, Surgical Metacognition: Smarter Decision-making for Surgeons challenges surgeons understand the processes that underpin decision-making and performance, how we can use this new knowledge improve a surgeon's performance both in outside operating theatre.
 is core professional activity of all levels. It distinct high-level skill closely associated with quality surgical outc...

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Self-regulated learning (SRL) and metacognition are key in the context of 21 century education, adult training, and lifelong learning. For instructional strategies to foster metacognition and self-regulation it is crucial to know what are good metacognitive and SRL behaviors. We investigated this question in the context of a training simulator in a curriculum setting with 152 medical students. ...

This paper considers some of the similarities between the goals of supporting and encouraging metacognition in intelligent tutoring systems and learning in general, and the benefits of opening the learner model to the learner and to the teacher. We identify the purposes for an open learner model and provide examples of two important classes of open learner models: those within a particular teac...

The purpose of the present study was to investigate teachers’ declarative metacognitive knowledge of higher order thinking skills. This was a qualitative study conducted within the educational setting of in-service science teachers’ courses. The main finding is that teachers’ intuitive (i.e., pre-instructional) knowledge of metacognition of thinking skills is unsatisfactory for the purpose of t...

Metacognition refers to students’ knowledge and regulation of cognition, as well as their accuracy in predicting their academic performance. This study addressed two major questions: 1) how do metacognitive knowledge, regulation and accuracy differ across domains?, and 2) how do students’ individual differences relate to their reported metacognition across domains? Participants (N=644) complete...

Although the concept of metacognition has received considerable attention for its impact on learning across disciplinary areas, it has not been sufficiently discussed in the context of L2 academic reading and writing. In this paper, we bring together two theoretical frameworks, genre analysis and metacognition theory, and discuss the concept of metacognitive genre awareness. Drawing on the anal...