Explaining Metacognition in Moral Reasoning: A Qualitative Study

Abstract

Background: Considerable advances in medical science and modern biotechnology have caused an increasing need for discussing the ethical issues and decision making in the patients. Thus, this is considered as an essential element in medical education. In order to fill this scientific gap, the teachers should be able to investigate the thinking of learners in moral reasoning prior to graduation, thus they can develop the necessary skills in the analysis of clinical situations. This study was designed with an aim to explain the metacognition in moral reasoning in medical departments and based on the Islamic Society of Iran.

Methods: The current study was a qualitative content analysis with a conventional approach where the information was acquired from in-depth personal interviews with 17 clinical professors and students in the medical, nursing, and midwifery majors from Isfahan University of Medical Sciences and Bushehr University of Medical Sciences.

Results: 25 sub-categories, 6 categories, and 3 themes were extracted from the qualitative data. Three themes, including basics of metacognition in moral reasoning, metacognitive process in moral reasoning, and metacognitive responsiveness in moral reasoning, were extracted from the qualitative data. Then, based on the results of the qualitative data, the concept of metacognition was explained in moral reasoning.

Conclusion: Metacognition in moral reasoning in medical departments is a mental process where the medical team uses their knowledge, skills, and experience in observance of the principles and a scientific and reliable process to have the necessary and sufficient responsiveness in their ethical decisions.