ArticleBMC medical education2026
Metacognitive awareness and growth mindset in health science students: implications for teamwork education.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
There is limited understanding of health science students’ metacognitive awareness of teamwork when entering tertiary education. This study aims to assess self-reported teamwork skills in first-year Undergraduate and first-year Masters of Pharmaceutical Science students. The Teamwork Baseline Assessment Tool (TBAT) survey was used to measure growth mindsets, teamwork strategies and teamwork aptitudes. Students completed the survey at the beginning of semester 1. Likert scale data underwent statistical analysis using the Mann–Whitney test and Spearman correlation analysis, and open-ended written responses underwent reflexive thematic analysis. The first-year Undergraduate students scored higher in growth mindset about kind of person compared to Masters students (Mann–Whitney test, p = 0.0038, U = 6366). First-year Masters students scored higher in the ‘hungry’ virtue than Undergraduate students (Mann–Whitney test, p = 0.0146, U = 6650; Alpha = 0.05). These findings suggest differences in how students entering undergraduate and postgraduate programs conceptualise teamwork readiness, with undergraduate students demonstrating stronger beliefs about personal development, while Masters students exhibit greater motivation to contribute and engage within teams. Thematic analysis yielded 18 inductive codes grouped into themes: ‘positive interdependence and support of scenario student’, ‘exclusion of scenario student’ and ‘considering remaining team members’. These themes highlight variation in students’ metacognitive awareness of inclusive teamwork practices, with responses reflecting both collaborative support strategies and exclusionary approaches to managing team challenges. Together, these findings suggest cohort-level differences in how students perceive their capacity for growth and motivation to contribute within teams. Such differences highlight the importance of designing teamwork education that is responsive to the developmental needs of different student cohorts. The Teamwork Baseline Assessment Tool (TBAT) may serve as a useful diagnostic instrument to inform the design of targeted teamwork learning activities within health science curricula.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.