Navigating Metacognitive Disorientation: Medical Students' Experiences of Complex Tasks
Given that medical students must engage in complex tasks that highlight their knowledge gaps, metacognitive reflection training can provide the tools learners need to regulate emotions. Specifically, training in monitoring, regulation and control could equip students to manage discomfort and stay engaged in effortful learning. This insight will be helpful in determining how to design and teach layered metacognitive reflection skills within medical curricula.
Authors
- Lara Varpio (ORCID: https://orcid.org/0000-0002-1412-4341)
- Jerusalem Merkebu (ORCID: https://orcid.org/0000-0003-3707-8920)
- Elizabeth Koltz
- Miriam Hoffman (ORCID: https://orcid.org/0000-0002-1277-8173)
- Jennifer Zepf
- Alycia Chinai
Institutions
- Uniformed Services University of the Health Sciences (US)
- Baylor College of Medicine (US)
- Hackensack Meridian Health (US)
- Center for Discovery (US)
- University of Pennsylvania (US)
Publication Details
- Journal
- The Clinical Teacher
- Published
- 2026-01-21
- DOI
- https://doi.org/10.1111/tct.70339
- Primary Topic
- Innovations in Medical Education
- Type
- article
- Field-Weighted Citation Impact
- 0.00
Funders
- Hackensack Meridian Health