Suchergebnisse

Abstract
Metacognition consists of knowledge of cognition (metacognitive knowledge) and regulation of cognition (metacognitive regulatory skills). The growing emphasis on student/learner-centered teaching at various educational levels including universities has led to recommendations for increased use of metacognitive strategies in traditional classrooms and online classrooms. This study examined metacognitive awareness among university students. The study population included 210 undergraduates and postgraduates studying biology or genetics among their regular courses in the university. Participants provided responses to the 52-item Metacognitive Awareness Inventory (MAI) instrument that captures self-assessed level of agreement to items assessing metacognitive knowledge and metacognitive regulatory skills. We conducted statistical analysis on the data collected. Mean self-assessed MAI scores was 79.9% (41.6/52), with metacognitive regulation scores of 80.1% (28.0/35) higher than metacognitive knowledge. Metacognitive awareness tends to decrease with level of study. Metacognitive regulation associated significantly with level of study (p=0.0127) or level of study and field of biology together (p=0.005). Students think highly of their metacognitive awareness especially in the regulation of cognition and this self-belief tended to reduce with year of study. The results provide baseline for future studies and global comparisons.

Sickle cell disease (SCD) is a genetic disease that has multiple aspects including public health and clinical aspects. The goals of the research study were to (1) understand the public health aspects of sickle cell disease, and (2) understand the overlap between public health aspects and clinical aspects that can inform research and practice beneficial to stakeholders in sickle cell disease management. The approach involved the construction of datasets from textual data sources produced by experts on sickle cell disease including from landmark publications published in 2020 on sickle cell disease in the United States. The interactive analytics of the integrated datasets that we produced identified that community-based approaches are common to both public health and clinical aspects of sickle cell disease. An interactive visualization that we produced can aid the understanding of the alignment of governmental organizations to recommendations for addressing sickle cell disease in the United States. From a global perspective, the interactive analytics of the integrated datasets can support the knowledge transfer stage of the SICKLE recommendations (Skills transfer, Increasing self-efficacy, Coordination, Knowledge transfer, Linking to adult services, and Evaluating readiness) for effective pediatric to adult transition care for patients with sickle cell disease. Considering the increased digital transformations resulting from the COVID-19 pandemic, the constructed datasets from expert recommendations can be integrated within remote digital platforms that expand access to care for individuals living with sickle cell disease. Finally, the interactive analytics of integrated expert recommendations on sickle cell disease management can support individual and team expertise for effective community-based research and practice.