00000nam a22000004a 4500 UP-8027390931313245329 Buklod 20251002084010.0 m || | | cr ||||||||||| 251002s2025 ph s |||| u|eng d NTTC rda eng LG 995 2025 H32 L36 Lao, Janice Jill K. author Use of exam wrapper in internal medicine residency training in two tertiary private hospitals Janice Jill K. Lao; Erlyn A. Sana, PhD (adviser). July 2025 157 pages Thesis (MHPEd) Master's National Teacher Training Center for the Health Professions, University of the Philippines Manila 2025 Introduction: Self-assessment and metacognition can be practiced with an exam wrapper (EW). This research describes how internal medicine (IM) residents at two tertiary private hospitals performed in written examinations using an EW. The relationship between the residents' metacognition, the exam wrapper, and exam performance was also determined. Methodology: This study employed a pre-experimental pre- and post-test design. The EW was constructed and tested for validity and reliability. It included (1) a description of study habits, (2) accuracy in self-efficacy perception and exam score prediction, (3) perceived reasons for exam mistakes, and (4) future study plans of residents. A complete enumeration of 24 IM residents was conducted. Respondents completed the Metacognitive Awareness Inventory (MAI) at the beginning of the study. The intervention consisted of (1) residents taking Exam 1: Gastroenterology, followed by EW; (2) Exam 2: Endocrinology and EW; then (3) Exam 3: Oncology, EW, and MAI. Scores were compared using a paired t-test or analysis of variance (ANOVA). The relationships between metacognition scores, the EW, and exam performance were determined using the Pearson correlation coefficient. The level of significance was set at p < 0.05. Results: The final EW comprises a total of 16 items, with overall indices of content validity ratio of 0.72, 0.86 item-rated content validity, and an internal consistency coefficient of 0.65 (Kuder-Richardson 20). Nineteen out of 24 residents (79.17%) completed the study. Mean exam percentage scores were 57.97%, 42%, and 51.16% for Exams 1, 2, and 3, respectively. Exam 2 differed significantly from the other two exams (p = 0 and p = 0.04). EWs for the first two exams were not significantly different and revealed: (1) top study habits included studying right before an exam and skimming the textbook; (2) 68.42% vs. 63.16% accuracy of self-efficacy perception; (3) 26.32% vs. 31.58% accuracy of grade estimation; (4) 31.58% vs. 26.32% accuracy of error analysis; (5) most errors were due to not reading about the topic, and (6) most planned to “read more." Mean MAI scores were 36.79 ± 9.10 (pretest) and 36.05 ± 9.44 (post-test) (p = 0.81). All correlations were not statistically significant. Conclusion: Residents performed poorly during exams, crammed their studies, preferred low-impact learning strategies, and lacked self-reflection skills and metacognition monitoring. Time issues related to reading or studying were common. Although the study did not demonstrate a significant correlation between the EW and metacognition scores, further research exploring specific interventions within the EW framework may yield promising results. print & pdf Exam wrapper. Metacognition. Self-regulation. Internal Medicine residents. FI UP UPMNL NTTC LG 995 2025 H32 L36 Thesis