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“Learning to learn” in the Extended Inverted Classroom: An evaluation of the effects of interactive teaching on knowledge and cognitive regulation in medical students
«Aprendiendo a aprender» en el Aula Invertida Extendida: una evaluación sobre los efectos de la enseñanza interactiva en el conocimiento y la regulación cognitiva de estudiantes de Medicina
Luis Carlos Domíngueza,
Corresponding author
carlosdot@unisabana.edu.co

Corresponding author.
, Claudia Marcela Morab, Jorge Alberto Restrepoc
a Departamento de Cirugía, Universidad de la Sabana, Chía, Colombia
b Departamento de Medicina Interna, Universidad de la Sabana, Chía, Colombia
c Departamento de Educación Médica, Universidad de la Sabana, Chía, Colombia
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    "textoCompleto" => "<span class="elsevierStyleSections"><span id="sec0005" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0065">Introduction</span><p id="par0005" class="elsevierStylePara elsevierViewall">Metacognition has implications in the field of learning and instruction&#44; and today it is a central topic in educational research&#46;<a class="elsevierStyleCrossRef" href="#bib0005"><span class="elsevierStyleSup">1</span></a> It represents a superior cognitive ability to understand one&#39;s own abilities to &#34;learn to learn&#34;&#44; which involve knowledge&#44; monitoring and cognitive control&#46;<a class="elsevierStyleCrossRefs" href="#bib0010"><span class="elsevierStyleSup">2&#44;3</span></a> The first represents the way in which information is acquired and skills and strategies are developed to address specific tasks&#46; Knowledge includes&#44; for example&#44; speed&#44; analysis&#44; and correct use of scientific information to solve a problem&#46;<a class="elsevierStyleCrossRef" href="#bib0010"><span class="elsevierStyleSup">2</span></a> Monitoring and control refers to how the individual monitors and regulates his or her level of knowledge and identifies his or her own deficiencies&#44; and is involved in self-regulation of learning&#44; clinical judgement&#44; and academic outcomes&#46;<a class="elsevierStyleCrossRefs" href="#bib0015"><span class="elsevierStyleSup">3&#8211;6</span></a> Taken together&#44; metacognitive skills influence critical thinking and decision making&#46;<a class="elsevierStyleCrossRefs" href="#bib0035"><span class="elsevierStyleSup">7&#44;8</span></a></p><p id="par0010" class="elsevierStylePara elsevierViewall">From an instructional point of view&#44; it is assumed that active teaching methodologies promote metacognitive skills and the performance of medical students&#46;<a class="elsevierStyleCrossRefs" href="#bib0015"><span class="elsevierStyleSup">3&#44;9&#8211;12</span></a> Of these methodologies&#44; the Flipped Classroom is a resource with increasing and promising use&#46; Through exercises aimed at problem solving&#44; case discussion and cooperative reflection in interactive virtual and in-person learning environments &#40;in the conventional classroom or in its variants extended to the simulation laboratory&#41;&#44; this methodology aims to stimulate higher cognitive abilities&#44; different from memorising or remembering information&#46;<a class="elsevierStyleCrossRefs" href="#bib0065"><span class="elsevierStyleSup">13&#8211;15</span></a></p><p id="par0015" class="elsevierStylePara elsevierViewall">However&#44; although the benefit of the Flipped Classroom is evident in various educational outcomes such as learning climate&#44; engagement&#44; student motivation&#44; and collaborative learning&#44;<a class="elsevierStyleCrossRefs" href="#bib0080"><span class="elsevierStyleSup">16&#8211;22</span></a> the evidence supporting its relationship with the abilities of medical students to know&#44; monitor and control their ability to &#34;learn to learn&#34; is scarce&#46; Likewise&#44; its effects compared to other traditional teaching methodologies &#40;e&#46;g&#46;&#44; lectures&#41; and other workplace-specific &#40;in the clinical context at the bedside and in the community&#41; warrant further study&#46;<a class="elsevierStyleCrossRefs" href="#bib0095"><span class="elsevierStyleSup">19&#8211;22</span></a> These evaluations are justified because they can provide empirical evidence about the effect of the Flipped Classroom on learning&#46; Furthermore&#44; they contribute to rationalising and enhancing its use and scope&#44; especially when used in conjunction with traditional methodologies and teaching approaches for deliberative practice in the clinical context&#46;<a class="elsevierStyleCrossRefs" href="#bib0090"><span class="elsevierStyleSup">18&#44;23</span></a> Considering the first of these limitations&#44; the purpose of the present study is to evaluate the effect of the Extended Flipped Classroom on student perceptions of their metacognitive skills&#44; providing empirical evidence that helps fill this knowledge gap&#46;</p></span><span id="sec0010" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0070">Material and methods</span><span id="sec0015" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0075">Study design and participants</span><p id="par0020" class="elsevierStylePara elsevierViewall">The study was carried out at the Faculty of Medicine of the Universidad de la Sabana &#40;Colombia&#41;&#44; which has a traditional curriculum in Medicine&#46; A cross-sectional study was designed before and after the intervention to measure the effects of the Flipped Classroom on student self-perceptions related to knowledge and regulation of learning&#46; One hundred and seventy-five fourth-year students&#44; distributed over the two academic periods of 2017&#44; were invited to evaluate their metacognitive skills in a voluntary&#44; anonymous and confidential manner&#46;</p></span><span id="sec0020" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0080">Intervention</span><p id="par0025" class="elsevierStylePara elsevierViewall">During each academic period&#44; students studied the General Surgery course in an 18-session Extended Flipped Classroom that incorporates a virtual environment&#44; a conventional classroom environment for interactive discussion of 4&#8211;6 clinical cases per session&#44; and a medium-fidelity clinical simulation environment for learning practical skills&#46;<a class="elsevierStyleCrossRef" href="#bib0075"><span class="elsevierStyleSup">15</span></a> Throughout the academic period&#44; students attend clinical rotations at different institutions affiliated with the programme&#46;</p></span><span id="sec0025" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0085">Instruments and information collection</span><p id="par0030" class="elsevierStylePara elsevierViewall">Student self-perceptions of their metacognitive abilities were assessed using the Spanish version of the <span class="elsevierStyleItalic">Metacognitive Awareness Inventory</span> &#40;MAI&#41;&#46;<a class="elsevierStyleCrossRefs" href="#bib0020"><span class="elsevierStyleSup">4&#44;24</span></a> Although there are multiple instruments for the evaluation of metacognitive skills&#44; the MAI was chosen due to its wide diffusion for the evaluation of learning achievement&#44; as well as its relevance in the field of educational research that allows generalising and comparing the results of various contexts&#46;<a class="elsevierStyleCrossRefs" href="#bib0020"><span class="elsevierStyleSup">4&#44;25</span></a> Through 52 items&#44; the questionnaire evaluates two large domains &#40;knowledge and regulation of cognition&#41;&#46; The knowledge domain is composed of three metacognitive categories &#40;declarative&#44; procedural and conditional knowledge&#41; and the regulation domain&#44; in turn&#44; of five categories &#40;planning&#44; organisation&#44; monitoring&#44; debugging and evaluation&#41;&#46; The definitions of each of these categories are found in <a class="elsevierStyleCrossRef" href="#tbl0005">Table 1</a>&#46; Each item is rated on a Likert scale &#40;from 1&#44; completely disagree&#44; to 5&#44; completely agree&#41;&#46; In its English version&#44; the instrument demonstrates high reliability &#40;Cronbach&#39;s alpha&#8239;&#61;&#8239;0&#46;90&#41;&#44;<a class="elsevierStyleCrossRef" href="#bib0120"><span class="elsevierStyleSup">24</span></a> just like its Spanish version &#40;&#945;&#8239;&#61;&#8239;0&#46;94&#41;&#46;<a class="elsevierStyleCrossRef" href="#bib0020"><span class="elsevierStyleSup">4</span></a></p><elsevierMultimedia ident="tbl0005"></elsevierMultimedia><p id="par0035" class="elsevierStylePara elsevierViewall">Information collection was carried out at two times &#40;t1 and t2&#41; digitally&#46; The pre-intervention evaluation &#40;t1&#41; was carried out on the first day of each course and the post-intervention &#40;t2&#41; on the last day&#46; The principal investigators described verbally and in digital format the scope of the study and the subsequent use of the information&#46; As this was anonymous information&#44; informed consent was not obtained from the participants&#46; Procedures were used to guarantee the protection of information included in databases&#46;</p></span><span id="sec0030" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0090">Statistical analysis</span><p id="par0040" class="elsevierStylePara elsevierViewall">The measurement of descriptive statistics of all demographic variables allowed us to find out the general characteristics of the study population&#46; Likewise&#44; a preliminary evaluation of the reliability of the MAI was made with the empirical data using Cronbach&#39;s alpha coefficient &#40;adequate if &#945;&#8239;&#62;&#8239;0&#46;70&#41;&#46;<a class="elsevierStyleCrossRef" href="#bib0130"><span class="elsevierStyleSup">26</span></a> Then the mean&#8239;&#177;&#8239;standard deviation &#40;range&#41; of each of the domains was calculated and categories of the MAI at the two measurement times &#40;before and after the intervention&#41;&#46; The total score of the questionnaire and that of each of its sub-scales at the two times were compared using the Student <span class="elsevierStyleItalic">t</span>-test &#40;significant if p&#8239;&#60;&#8239;0&#46;05&#41;&#46; The size of the effect of the intervention between t1 and t2 was evaluated using Cohen&#39;s d test with its 95&#37; confidence interval &#40;95&#37; CI&#41; for each domain and category&#46; The following criteria were used for the interpretation of the d test&#58; small effect&#44; d&#8239;&#61;&#8239;&#177;0&#46;20&#59; medium effect&#44; d&#8239;&#61;&#8239;&#177;0&#46;50&#44; and large effect&#44; d&#8239;&#61;&#8239;&#177;0&#46;80&#46;<a class="elsevierStyleCrossRef" href="#bib0135"><span class="elsevierStyleSup">27</span></a></p></span></span><span id="sec0035" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0095">Results</span><p id="par0045" class="elsevierStylePara elsevierViewall">A total of 158 participants self-assessed their metacognitive skills at t1 &#40;response rate&#44; 90&#46;28&#37;&#41; and 155 at t2 &#40;response rate&#44; 86&#46;85&#37;&#41;&#46; The average age of the participants was 21&#46;41&#8239;&#177;&#8239;1&#46;42 &#40;18&#8211;27&#41; years&#46; Sixty-five point six percent were women&#46; No significant differences were identified in the demographic variables of the participants between the two academic periods&#46; The reliability of the MAI resulted in &#945;&#8239;&#61;&#8239;0&#46;92 at t1 and &#945;&#8239;&#61;&#8239;0&#46;97 at t2&#46;</p><p id="par0050" class="elsevierStylePara elsevierViewall">The MAI scores ranged from 3&#46;52&#8239;&#177;&#8239;0&#46;085 &#40;planning category&#41; to 4&#46;02&#8239;&#177;&#8239;0&#46;51 &#40;debugging category&#41; in the measurement at t1 and from 3&#46;74&#8239;&#177;&#8239;0&#46;70 &#40;evaluation category&#41; to 4&#46;04&#8239;&#177;&#8239;0&#46;53 &#40;1&#8211;4&#41; &#40;debugging category&#41; at t2 &#40;<a class="elsevierStyleCrossRef" href="#tbl0005">Table 1</a>&#41;&#46; Comparisons between measurements before and after the intervention demonstrated statistically significant differences in all categories of the knowledge domain &#40;declarative&#44; procedural and conditional&#41;&#44; as well as in two of the five categories of the cognition regulation domain &#40;planning and evaluation&#41; &#40;p&#8239;&#60;&#8239;0&#46;05&#41;&#46; The size of the effect of the intervention in these categories between t1 and t2 was moderate for planning &#40;d&#8239;&#61;&#8239;0&#46;31&#59; 95&#37; CI&#44; 0&#46;09&#8722;0&#46;53&#41; and evaluation &#40;d&#8239;&#61;&#8239;0&#46;31&#59; 95&#37; CI&#44; 0&#46;08&#8722;0&#46;53&#41; and small for knowledge categories &#40;d&#8239;&#61;&#8239;&#177;0&#46;20&#41;&#46; The MAI scores&#44; statistical differences&#44; and d test values are shown in <a class="elsevierStyleCrossRef" href="#tbl0005">Table 1</a>&#46;</p></span><span id="sec0040" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0100">Discussion</span><p id="par0055" class="elsevierStylePara elsevierViewall">In this study&#44; the effect of the Extended Flipped Classroom on the metacognitive skills of surgery students was evaluated&#46; The results demonstrated positive effects of the intervention on their ability to know their own learning &#40;declarative knowledge&#41;&#44; use learning strategies &#40;procedural knowledge&#41;&#44; and understand when and why to use these strategies &#40;conditional knowledge&#41;&#46; In addition&#44; positive effects were identified on the skills to plan and evaluate their learning&#46; However&#44; it is worth mentioning that&#44; although the findings were statistically significant&#44; the sizes of the effect were small for most domains and the 95&#37; CIs of the effects were at both cut-off points&#46;</p><p id="par0060" class="elsevierStylePara elsevierViewall">These results have several explanations&#46; Preliminary evidence indicates that active learning strategies&#44; such as the Flipped Classroom&#44; promote critical thinking and deep understanding of concepts<a class="elsevierStyleCrossRef" href="#bib0095"><span class="elsevierStyleSup">19</span></a> while helping students regulate and direct their learning&#46;<a class="elsevierStyleCrossRef" href="#bib0140"><span class="elsevierStyleSup">28</span></a> In our experience&#44; students access virtual learning environments to review and evaluate different theoretical content and educational materials independently&#44; in order to prepare the work in conventional in-person classroom sessions&#46; These sessions&#44; very interactive and in small work groups&#44; allow them to discuss clinical cases with the accompaniment of a tutor&#46; We believe that the positive effect found in this study on declarative&#44; procedural and conditional knowledge and planning abilities is due to the fact that this type of methodology can promote autonomy&#44; avoid the paternalism typical of traditional teaching strategies&#44; place the student in real contexts&#44; enable the practical application and transfer of theory and reduce the exclusive dependence on memory for decision making&#44; in addition to encouraging students to create individual study plans and evaluate and reflect on the knowledge acquired through participation in discussions and clinical simulation sessions&#46; Previous studies support these observations&#46;<a class="elsevierStyleCrossRefs" href="#bib0015"><span class="elsevierStyleSup">3&#8211;6&#44;29</span></a></p><p id="par0065" class="elsevierStylePara elsevierViewall">However&#44; we recognise that active learning strategies&#44; although they promote metacognitive thinking&#44; do not generate metacognition by themselves&#46;<a class="elsevierStyleCrossRef" href="#bib0150"><span class="elsevierStyleSup">30</span></a> A student-centred instructional strategy engages the student and holds him or her accountable for what he or she learns&#46; However&#44; assuming an active role in the learning process is not a guarantee of meaningful and deep learning&#44; since this is only achieved with active cognition tasks promoted by a tutor through the support and scaffolding necessary to stimulate processing&#44; organisation and consolidation of knowledge&#46;<a class="elsevierStyleCrossRef" href="#bib0155"><span class="elsevierStyleSup">31</span></a> In previous studies it has been observed that the most important phase of a Flipped Classroom session is the in-person discussion and co-operative interaction&#46;<a class="elsevierStyleCrossRef" href="#bib0160"><span class="elsevierStyleSup">32</span></a> These observations reflect that&#44; although the Flipped Classroom promotes behaviours related to self-regulation&#44; recognition of initial knowledge&#44; planning and monitoring of learning&#44; the student needs explicit support in these tasks&#46;<a class="elsevierStyleCrossRef" href="#bib0165"><span class="elsevierStyleSup">33</span></a> The facilitating activity must include&#44; therefore&#44; concrete actions that stimulate the student not only to remember information&#44; but also to reflect through permanent and timely feedback&#46; It is essential that the tutor explains to students the importance and value of the learning process&#44; and not only the importance of remembering content&#44; and helps them to actively reflect&#46;<a class="elsevierStyleCrossRef" href="#bib0145"><span class="elsevierStyleSup">29</span></a></p><p id="par0070" class="elsevierStylePara elsevierViewall">In this context&#44; although the intervention had a positive effect in all domains of knowledge&#44; the size of the effect was small&#46; Although the Flipped Classroom facilitated the development of these skills&#44; it is still necessary to include activities that encourage the student to reflect more on the knowledge they have about what they know&#44; the learning strategies they use&#44; and when to use these strategies&#46; We emphasise that our intervention is immersed in a traditional curriculum focused on master classes throughout the degree in medicine&#46; The isolated inclusion of the Flipped Classroom in surgery within this type of curriculum may explain the magnitude of the effect found&#46;</p><p id="par0075" class="elsevierStylePara elsevierViewall">This study has strengths and weaknesses&#46; We believe that it involves a standardised intervention &#40;both in its virtual and in-person components&#41;&#44; the use of valid measurement instruments and a representative sample of participants&#46; However&#44; the short duration of the intervention &#40;20 weeks&#41; is recognised&#46; Metacognitive skills develop gradually and cumulatively over time&#44; in relation to the student&#39;s exposure to this type of learning environment&#46; In particular&#44; the metacognitive effect of the Flipped Classroom is not long-lasting&#44; and although students have the ability to develop incremental metacognitive skills&#44; they must be constantly exposed to these strategies for them to truly be integrated&#46;<a class="elsevierStyleCrossRef" href="#bib0095"><span class="elsevierStyleSup">19</span></a> As already noted&#44; the participants in this study were exposed to traditional teaching strategies during the first three years of their studies&#46; In this regard&#44; this situation opens the door to conducting new research that compares the effect of different teaching strategies on the metacognitive processes of knowledge and regulation&#44; as well as the combined effects of these interventions&#46;</p><p id="par0080" class="elsevierStylePara elsevierViewall">The relationship between the effect of various teaching strategies on student metacognitive skills is a fundamental aspect in the evaluation of teaching quality and offers implications for practice&#46; Different authors maintain the importance of teaching metacognition to students&#44; of explaining to them how they should orient themselves towards raising questions and of reflecting during the planning&#44; monitoring and evaluation of the different moments of learning a complete course or a subject&#46;<a class="elsevierStyleCrossRefs" href="#bib0015"><span class="elsevierStyleSup">3&#44;34&#44;35</span></a> The practical implication of this study also lies in the planning of the instructional design in the Flipped Classroom&#44; focused especially on cooperative learning in in-person sessions&#46; We believe that these observations highlight the importance of not concentrating efforts exclusively on the use of technological platforms and virtual environments&#44; but rather on enriching the interaction between students and teachers in low and medium fidelity simulation situations &#40;in the case of the Extended Flipped Classroom&#41;&#46;</p><p id="par0085" class="elsevierStylePara elsevierViewall">In conclusion&#44; the Flipped Classroom has positive effects on the declarative&#44; procedural and conditional knowledge perceived by surgery students&#44; as well as on the skills to plan and evaluate their learning&#46; These results have practical implications and offer opportunities for further studies&#46;</p></span><span id="sec0045" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0105">Funding</span><p id="par0090" class="elsevierStylePara elsevierViewall"><span class="elsevierStyleGrantSponsor" id="gs0005">Faculty of Medicine&#44; Universidad de la Sabana&#44; Ch&#237;a&#44; Colombia</span>&#46;</p></span><span id="sec0050" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0110">Conflicts of interest</span><p id="par0095" class="elsevierStylePara elsevierViewall">None&#46;</p></span></span>"
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        "resumen" => "<span id="abst0005" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0010">Introduction</span><p id="spar0025" class="elsevierStyleSimplePara elsevierViewall">The evidence regarding the effects of the Inverted Classroom on students&#39; metacognitive skills is limited&#46; This study evaluates these effects on student perceptions about knowledge and cognitive regulation during a surgical course&#46;</p></span> <span id="abst0010" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0015">Methods</span><p id="spar0030" class="elsevierStyleSimplePara elsevierViewall">We measured student perceptions before and after a conventional Inverted Classroom in surgery using the Metacognitive Awareness Inventory&#46; We evaluated the mean differences between the scores of the two measurements using Student&#8217;s <span class="elsevierStyleItalic">t</span>-test &#40;<span class="elsevierStyleItalic">p</span>&#8239;&#60;&#8239;0&#46;05&#41;&#44; and the size of the effect on knowledge and cognitive regulation using Cohen&#8217;s <span class="elsevierStyleItalic">d</span> test &#40;95&#37;CI&#41;&#46;</p></span> <span id="abst0015" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0020">Results</span><p id="spar0035" class="elsevierStyleSimplePara elsevierViewall">A total of 158 students &#40;pre-intervention&#41; and 155 students &#40;post-intervention&#41; were included in the analysis&#46; Significant differences were found &#40;<span class="elsevierStyleItalic">p</span>&#8239;&#60;&#8239;0&#46;05&#41; in&#44; as well as positive effects on&#44; the students&#8217; abilities to know their own learning &#40;declarative knowledge&#41; &#40;<span class="elsevierStyleItalic">d</span>&#8239;&#61;&#8239;0&#46;24&#59; 95&#37;CI&#44; 0&#46;02&#8722;0&#46;47&#41;&#44; to use learning strategies &#40;procedural knowledge&#41; &#40;<span class="elsevierStyleItalic">d</span>&#8239;&#61;&#8239;0&#46;19&#59; 95&#37;CI&#44; &#8211;0&#46;02 to 0&#46;41&#41; and to understand when and why to use these strategies &#40;conditional knowledge&#41; &#40;<span class="elsevierStyleItalic">d</span>&#8239;&#61;&#8239;0&#46;20&#59; 95&#37;CI&#44; &#8211;0&#46;01 to 0&#46;42&#41;&#44; in addition to the abilities to plan &#40;<span class="elsevierStyleItalic">d</span>&#8239;&#61;&#8239;0&#46;31&#59; 95&#37;CI&#44; 0&#46;09&#8722;0&#46;53&#41; and to evaluate their learning &#40;<span class="elsevierStyleItalic">d</span>&#8239;&#61;&#8239;0&#46;31&#59; 95&#37;CI&#44; 0&#46;08&#8722;0&#46;53&#41;&#46;</p></span> <span id="abst0020" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0025">Conclusions</span><p id="spar0040" class="elsevierStyleSimplePara elsevierViewall">The Inverted Classroom has positive effects on metacognitive skills according to students&#8217; perceptions&#46; Further studies are required that compare these effects with other methodologies for teaching in the classroom and the workplace&#46;</p></span>"
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        "resumen" => "<span id="abst0025" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0035">Introducci&#243;n</span><p id="spar0045" class="elsevierStyleSimplePara elsevierViewall">La evidencia sobre los efectos del Aula Invertida en las habilidades metacognitivas de los estudiantes es escasa&#46; El presente estudio eval&#250;a estos efectos en las percepciones estudiantiles acerca del conocimiento y la regulaci&#243;n cognitiva durante un curso de cirug&#237;a&#46;</p></span> <span id="abst0030" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0040">M&#233;todos</span><p id="spar0050" class="elsevierStyleSimplePara elsevierViewall">Las percepciones estudiantiles se midieron antes y despu&#233;s de un Aula Invertida convencional en cirug&#237;a&#44; utilizando el <span class="elsevierStyleItalic">Metacognitive Awareness Inventory</span>&#46; Las diferencias de medias entre las puntuaciones de las 2 mediciones se evaluaron mediante la prueba de la t de Student &#40;p&#8239;&#60;&#8239;0&#44;05&#41; y el tama&#241;o del efecto en el conocimiento y la regulaci&#243;n cognitiva&#44; mediante la prueba de la d de Cohen &#40;IC95&#37;&#41;&#46;</p></span> <span id="abst0035" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0045">Resultados</span><p id="spar0055" class="elsevierStyleSimplePara elsevierViewall">Se incluy&#243; en el an&#225;lisis a 158 &#40;grupo preintervenci&#243;n&#41; y 155 estudiantes &#40;posintervenci&#243;n&#41;&#46; Se encontraron diferencias significativas &#40;p&#8239;&#60;&#8239;0&#44;05&#41; y efectos positivos en las habilidades estudiantiles para conocer el propio aprendizaje &#40;conocimiento declarativo&#41; &#40;d&#8239;&#61;&#8239;0&#44;24&#59; IC95&#37;&#44; 0&#44;02-0&#44;47&#41;&#44; emplear estrategias de aprendizaje &#40;conocimiento procedimental&#41; &#40;d&#8239;&#61;&#8239;0&#44;19&#59; IC95&#37;&#44; &#8211;0&#44;02 a 0&#44;41&#41; y entender cu&#225;ndo y por qu&#233; utilizar dichas estrategias &#40;conocimiento condicional&#41; &#40;d&#8239;&#61;&#8239;0&#44;20&#59; IC95&#37;&#44; &#8211;0&#44;01 a 0&#44;42&#41;&#46; Adem&#225;s&#44; sobre las capacidades para planificar &#40;d&#8239;&#61;&#8239;0&#44;31&#59; IC95&#37;&#44; 0&#44;09-0&#44;53&#41; y evaluar su aprendizaje &#40;d&#8239;&#61;&#8239;0&#44;31&#59; IC95&#37;&#44; 0&#44;08-0&#44;53&#41;&#46;</p></span> <span id="abst0040" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0050">Conclusiones</span><p id="spar0060" class="elsevierStyleSimplePara elsevierViewall">El Aula Invertida tiene efectos positivos en las habilidades metacognitivas seg&#250;n las percepciones estudiantiles&#46; Se requieren nuevos estudios que comparen estos efectos con otras metodolog&#237;as de ense&#241;anza en el aula y el sitio de trabajo&#46;</p></span>"
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          "leyenda" => "<p id="spar0010" class="elsevierStyleSimplePara elsevierViewall">95&#37; CI&#58; 95&#37; confidence interval&#59; SD&#58; standard deviation&#59; M&#58; median&#46;</p><p id="spar0015" class="elsevierStyleSimplePara elsevierViewall">Statistically significant difference if p&#8239;&#60;&#8239;0&#46;05&#46; Guide to interpretation of effect size&#58; small effect&#44; d&#8239;&#61;&#8239;&#177;0&#46;20&#59; medium effect&#44; d&#8239;&#61;&#8239;&#177;0&#46;50&#44; and large effect&#44; d&#8239;&#61;&#8239;&#177;0&#46;80&#46;<a class="elsevierStyleCrossRef" href="#bib0135"><span class="elsevierStyleSup">27</span></a></p><p id="spar0020" class="elsevierStyleSimplePara elsevierViewall">The definitions are taken from the work of Huertas Bustos et al&#46;<a class="elsevierStyleCrossRef" href="#bib0020"><span class="elsevierStyleSup">4</span></a> after validating the instrument in Colombian students&#46;</p>"
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                  \t\t\t\t\ttable-head\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t" scope="col">Domain&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t\t\t</th><th class="td" title="\n
                  \t\t\t\t\ttable-head\n
                  \t\t\t\t  " align="center" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t" scope="col">Category&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t\t\t</th><th class="td" title="\n
                  \t\t\t\t\ttable-head\n
                  \t\t\t\t  " align="center" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t" scope="col">Items&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t\t\t</th><th class="td" title="\n
                  \t\t\t\t\ttable-head\n
                  \t\t\t\t  " align="center" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t" scope="col">Definitions&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t\t\t</th><th class="td" title="\n
                  \t\t\t\t\ttable-head\n
                  \t\t\t\t  " colspan="2" align="center" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Time 1 &#40;n&#8239;&#61;&#8239;158&#41;</th><th class="td" title="\n
                  \t\t\t\t\ttable-head\n
                  \t\t\t\t  " colspan="2" align="center" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Time 2 &#40;n&#8239;&#61;&#8239;155&#41;</th><th class="td" title="\n
                  \t\t\t\t\ttable-head\n
                  \t\t\t\t  " align="center" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t" scope="col">p&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t\t\t</th><th class="td" title="\n
                  \t\t\t\t\ttable-head\n
                  \t\t\t\t  " align="center" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t" scope="col">Size of the effect&#44; Cohen&#39;s d test &#40;95&#37; CI&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t\t\t</th></tr><tr title="table-row"><th class="td" title="\n
                  \t\t\t\t\ttable-head\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t\t\t</th><th class="td" title="\n
                  \t\t\t\t\ttable-head\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t\t\t</th><th class="td" title="\n
                  \t\t\t\t\ttable-head\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t\t\t</th><th class="td" title="\n
                  \t\t\t\t\ttable-head\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t\t\t</th><th class="td" title="\n
                  \t\t\t\t\ttable-head\n
                  \t\t\t\t  " align="center" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t" scope="col" style="border-bottom: 2px solid black">M&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t\t\t</th><th class="td" title="\n
                  \t\t\t\t\ttable-head\n
                  \t\t\t\t  " align="center" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t" scope="col" style="border-bottom: 2px solid black">SD&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t\t\t</th><th class="td" title="\n
                  \t\t\t\t\ttable-head\n
                  \t\t\t\t  " align="center" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t" scope="col" style="border-bottom: 2px solid black">M&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t\t\t</th><th class="td" title="\n
                  \t\t\t\t\ttable-head\n
                  \t\t\t\t  " align="center" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t" scope="col" style="border-bottom: 2px solid black">SD&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t\t\t</th><th class="td" title="\n
                  \t\t\t\t\ttable-head\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t\t\t</th><th class="td" title="\n
                  \t\t\t\t\ttable-head\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td-with-role" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">Knowledge of cognition&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">Declarative knowledge&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">5&#44; 10&#44; 12&#44; 16&#44; 17&#44; 20&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">Knowledge that a subject has of his or her learning&#44; his or her skills and the use of his or her cognitive abilities&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">3&#46;65&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">0&#46;82&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">3&#46;83&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">0&#46;61&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">0&#46;01&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">0&#46;24 &#40;0&#46;02&#8722;0&#46;47&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">Procedural knowledge&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">3&#44; 14&#44; 27&#44; 33&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">Knowledge that a subject has about the use of their learning strategies&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">3&#46;91&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">0&#46;63&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">4&#46;02&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">0&#46;48&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">0&#46;04&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">0&#46;19 &#40;&#8211;0&#46;02 to 0&#46;41&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">Conditional knowledge&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">15&#44; 18&#44; 26&#44; 29&#44; 35&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">Knowledge that a subject has about when and why to use learning strategies&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">3&#46;83&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">0&#46;86&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">3&#46;98&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">0&#46;57&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">0&#46;03&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">0&#46;20 &#40;&#8211;0&#46;01 to 0&#46;42&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">Regulation of cognition&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">Planning&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">4&#44; 6&#44; 8&#44; 22&#44; 23&#44; 42&#44; 45&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">Planning by the subject of study times&#44; setting learning goals and selecting resources&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">3&#46;52&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">0&#46;85&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">3&#46;77&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">0&#46;72&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">0&#46;02&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">0&#46;31 &#40;0&#46;09&#8722;0&#46;53&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">Organisation&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">9&#44; 13&#44; 30&#44; 31&#44; 37&#44; 39&#44; 41&#44; 43&#44; 47&#44; 48&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">Process carried out by the subject that allows him or her to organise activities around learning&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">3&#46;97&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">0&#46;78&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">4&#46;00&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">0&#46;62&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">0&#46;3&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">0&#46;04 &#40;&#8211;0&#46;17 to 0&#46;26&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">Monitoring&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">1&#44; 2&#44; 11&#44; 21&#44; 28&#44; 34&#44; 49&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">Supervision exercised by the subject of the learning process during the development of tasks&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">3&#46;78&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t">0&#46;77&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t">3&#46;87&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">0&#46;65&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">0&#46;13&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">0&#46;12 &#40;&#8211;0&#46;09 to 0&#46;34&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t">Debugging&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t">Process carried out by the subject and that allows him or her to identify weaknesses in learning and adjust strategies to improve his or her performance&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t">4&#46;06&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t">0&#46;65&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t">4&#46;04&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t">0&#46;53&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t">0&#46;6&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n
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                  \t\t\t\t">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
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                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t">Evaluation&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t">Analysis by the subject of the effectiveness of the implemented strategies&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
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                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t">3&#46;50&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
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                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t">0&#46;84&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
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                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t</td><td class="td" title="\n
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                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t">0&#46;70&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
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                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t">0&#46;003&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t">0&#46;31 &#40;0&#46;08&#8722;0&#46;53&#41;&nbsp;\t\t\t\t\t\t\n
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          "en" => "<p id="spar0005" class="elsevierStyleSimplePara elsevierViewall">Definition of the domains and categories of the Metacognitive Awareness Inventory &#40;MAI&#41;&#44; descriptive statistics&#44; differences and effects between the two measurement times&#46;</p>"
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Article information
ISSN: 25303120
Original language: English
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