Luye Yao, Lingtian Wu, Jingya Zhou, Jinnan Wu, Delei Xu, Yibo Zhu, Hong Ji
[Design and practice of biological reaction engineering flipped classroom in applied undergraduate colleges]
Sheng wu gong cheng xue bao = Chinese journal of biotechnology
study aimed investigate perceptions dental students teachers introducing metacognition pedagogy within established clinical professional curriculum provide primary data informing feasibility qualitative study using phenomenography methodology undertaken part masters dissertation semistructured interviews conducted 16 participants included 9 clinical teachers 7 dental students metacognition pedagogy positively perceived participants beneficial students learning oral health education reported negativity participants identified challenges addressed metacognition pedagogy implemented undergraduate curriculum according perceptions participants study metacognition emerged potential factor improving student learning exam performance facilitating development critical thinking professionalism clinical skills context rigorous demanding challenging courses recognising complexities uncertainties inherent health professional working environments metacognition emerges valuable tool fostering selfawareness regulation adaptability ultimately metacognition capability shape adept learners clinicians yielding benefits students teachers patients alike