@article{oai:ryotokuji-u.repo.nii.ac.jp:00000477,
 author = {佐藤, みつ子 and Sato, Mitsuko and 佐藤, 佑香 and Sato, Yuka and 菅谷, 智一 and Sugaya, Tomokazu and 森, 千鶴 and Mori, Chizuru},
 issue = {15},
 journal = {了德寺大学研究紀要, The Bullentin of Ryotokuji University},
 month = {},
 note = {本研究の目的は，医療系学生である看護学生，理学療法学生，整復トレーナー学生のメタ認知に対する実態を明らかにすることである．メタ認知はメタ認知尺度を用いて横断的に自記式質問調査を実施した．その結果，どの学科も学年が進むにつれてメタ認知が高くなる傾向が認められた．これは，臨地実習や課題研究において自己を客観視する機会が多かったことによる影響と考えられる．一方，2年生が他学年に比べ低い傾向が認められた．また整復トレーナー学生，看護学生，理学療法学生の順にメタ認知が高い傾向が認められた．これらのことから，2年生のメタ認知が低くなっている原因を追究し，対策を練る必要がある．また，メタ認知を高め，対人関係形成力をもつ医療人育成の教育では，講義や演習，実習など様々な体験を通して，自分の体験を振り返り，体験から得た知識や技術を次の体験に活かすことを繰り返えさせ，自分と他人の考え方や意見の違いを意識するように支援することの重要性が示唆された．, The purpose of this study was to identify the current status of metacognition in health sciences students, namely nursing students, physical therapy students, and Judo therapy and sports medicine students. We conducted a self-reporting cross-sectional questionnaire survey. Metacognition was measured by using a metacognition scale. The results indicated that, with increasing college years, students from every department tended to exhibit higher metacognition. This was because the students had many opportunities to view themselves objectively in clinical practice and themed research. However, second-year students tended to exhibit lower metacognition than students in other years. Metacognition tended to be highest in Judo therapy and sports medicine students, followed by nursing students and then physical therapy students. These findings indicate that it is necessary to investigate the cause and devise countermeasures in second-year students’metacognition.These findings indicate that it is necessary to create opportunities to enhance second-year students’ metacognition. Furthermore, in terms of the enhancement of metacognition as well as the education and development of healthcare professionals with the ability to build interpersonal relationships, the study suggested the importance of supporting students so that they may: (1) reflect on their own experiences through various experiences such as lectures, seminars, and clinical practice; (2) repeatedly apply to subsequent experiences the knowledge and skills gained from their past experiences; and (3) be aware of differences in mindset and opinions between themselves and others.},
 pages = {211--224},
 title = {大学生のメタ認知の特徴 －看護学生・理学療法学生・整復トレーナー学生の比較－},
 year = {2021},
 yomi = {サトウ, ミツコ and サトウ, ユウカ and スガヤ, トモカズ and モリ, チズル}
}