Volume 12, Issue 1 (2024)
Health Educ Health Promot 2024, 12(1): 153-158 |
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Zhianifard A, Sohrabi Z, Barry A, Norouzi A, Mirzaee Z, Zabihi Zazoly A, et al . Impact of Virtual Instruction on Cognitive and Metacognitive Strategies in Alleviating Academic Procrastination among Medical Students. Health Educ Health Promot 2024; 12 (1) :153-158
URL: http://hehp.modares.ac.ir/article-5-74221-en.html
URL: http://hehp.modares.ac.ir/article-5-74221-en.html
A. Zhianifard1, Z. Sohrabi *1, A. Barry1, A. Norouzi2, Z. Mirzaee1, A. Zabihi Zazoly3, S. Nosrati1, Z. Nouri Khaneghah1
1- “Center for Educational Research in Medical Sciences (CERMS)” and “Department of Medical Education, School of Medicine”, Iran University of Medical Sciences, Tehran, Iran
2- Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
3- Operating Room Department, School of Allied Medical Sciences, Mazandaran University of Medical Sciences, Sari, Iran
2- Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
3- Operating Room Department, School of Allied Medical Sciences, Mazandaran University of Medical Sciences, Sari, Iran
Abstract: (959 Views)
Aims: The prevalent academic procrastination among medical students, who will assume significant responsibilities in the future, can have irreversible consequences. One of the underlying factors is the weakness of cognitive and metacognitive strategies, which can be taught and learned by professors and students. The present research was conducted to investigate the effect of teaching cognitive and metacognitive strategies virtually on the academic procrastination of medical students at Iran University of Medical Sciences.
Materials & Methods: This quasi-experimental research employed a two-group before-and-after design and was conducted at the Iran University of Medical Sciences in 2023. The study included 70 medical students from Iran University of Medical Sciences, who were divided into control and intervention groups. Cognitive and metacognitive skills were presented virtually in four one-hour sessions. Data were collected using Solomon and Rothblum's Academic Procrastination Questionnaire and analyzed using SPSS 16 software.
Findings: Initially, no significant difference was found between the scores of the participants in the two groups before the cognitive and metacognitive strategies course (p>0.05). However, a significant difference was observed between the scores of the two groups after the intervention (p<0.05).
Conclusion: The implementation of cognitive and metacognitive strategies training has a positive and significant influence on reducing academic procrastination among students
Materials & Methods: This quasi-experimental research employed a two-group before-and-after design and was conducted at the Iran University of Medical Sciences in 2023. The study included 70 medical students from Iran University of Medical Sciences, who were divided into control and intervention groups. Cognitive and metacognitive skills were presented virtually in four one-hour sessions. Data were collected using Solomon and Rothblum's Academic Procrastination Questionnaire and analyzed using SPSS 16 software.
Findings: Initially, no significant difference was found between the scores of the participants in the two groups before the cognitive and metacognitive strategies course (p>0.05). However, a significant difference was observed between the scores of the two groups after the intervention (p<0.05).
Conclusion: The implementation of cognitive and metacognitive strategies training has a positive and significant influence on reducing academic procrastination among students
Keywords: Teaching [Mesh], Metacognition [MeSH], Academic Performance [MeSH], Students, Medical [MeSH]
Article Type: Original Research |
Subject:
Technology of Health Education
Received: 2024/03/10 | Accepted: 2024/04/30 | Published: 2024/05/25
Received: 2024/03/10 | Accepted: 2024/04/30 | Published: 2024/05/25
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