Abstract
Metacognition, a buzzword in educational psychology literature, literally means “thinking about thinking.” It is the cognitive process behind the critical thinking necessary for learning and theoretical or practical problem-solving. The literature and experience point towards the clinical judgment and diagnostic errors for a significant number of medical/surgical morbidity and mortality. Metacognitive strategies can significantly reduce such morbidity and mortality. Therefore, it is crucial for neurosurgeons, residents, and medical students to understand the concept of metacognition and its application in the learning process. There are multiple strategies to teach metacognition in neurosurgical practice. The three main general strategies to enhance metacognition are planning, monitoring, and evaluation. Apart from these general strategies, there are many situations-based strategies to improve metacognition during active learning or experiential settings. In this chapter, we briefly overview the concept of metacognition, its importance in neurosurgical education and discuss the strategies to teach or inculcate metacognition in students.
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Raju, B., Jumah, F., Nagaraj, A., Nanda, A. (2022). Metacognition in Neurosurgery. In: Ammar, A. (eds) Learning and Career Development in Neurosurgery. Springer, Cham. https://doi.org/10.1007/978-3-031-02078-0_7
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DOI: https://doi.org/10.1007/978-3-031-02078-0_7
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