Professional Students' Confidence and Calibration in a Semester-Long Pharmacy Course

• In Event: 56.082 - Poster Session 12
  In Poster Session: 56.082-8 - Poster Session: Education and Assessment in the Professions

Abstract

Metacognitive training has shown mixed results in terms of improving metacognitive outcomes, however, the mechanisms by which students make these confidence judgments are not well understand, particularly in professional schools. The purpose of this study was to examine sources of confidence on a metacognitive training activity and its influence on metacognitive monitoring and control. 158 Doctor of Pharmacy students participated in a semester-long intervention that included ratings of confidence as well sources of their confidence judgments. Reported results indicated that of confidence changed over the semester only for some of the students, and ongoing analyses are examining the impact of these changing sources on students’ metacognitive monitoring and control, including their calibration at the end of the semester.

Authors

• Adam M. Persky, University of North Carolina

• Daniel Dinsmore, University of North Florida