The Impact of Metacognition on The Academic Performance of Medical Students: A Randomized Clinical Trial

Metacognition is the ability to self-regulate and monitor cognitive processes by reflecting on one’s own knowledge. When conceived as a tool to facilitate learning, it should be associated with the principles of andragogy. This study analyzes the impact of metacognition on learning using different teaching methodologies. Participants were divided into four groups of six individuals: active methodology (AM); traditional methodology (TM); active methodology + metacognition (AM+M); traditional methodology + metacognition (TM+M). Each group attended in-person classes, with or without metacognition depending on the group. Learning retention was assessed through objective tests after 30, 60 days, and six months.