The role of metacognitive skills in anatomy education: a narrative review.

backgroundMetacognition, defined as "thinking about thinking," is an essential skill that enables medical students to navigate the cognitive complexity of anatomy curricula. By fostering learners' abilities to monitor comprehension, recognise knowledge gaps, and strategically regulate their learning approaches, metacognition supports both academic achievement and lifelong learning. This narrative review provides a comprehensive overview of the role of metacognitive skills in anatomy education. It examines existing literature and educational interventions to provide insights into developing and applying these skills for students and educators.

methodsA targeted literature search was conducted across major electronic databases, including PubMed, Scopus, and ERIC. The search used a Boolean string combining terms related to metacognition with those for anatomy and health professions education. The review included a broad range of article types to synthesise diverse applications and theoretical underpinnings.

resultsMultiple studies show that explicit, integrated metacognitive interventions-such as structured training, reflective writing, and flipped classroom methodologies-are associated with improvements in metacognitive awareness. These approaches appear most effective when incorporated as ongoing, course-specific activities rather than as isolated sessions. Notably, while metacognitive knowledge improves readily, the development of self-regulatory learning behaviours requires sustained scaffolding and practice.

conclusionThe literature suggests metacognition as a crucial skill for academic success in anatomy and for a successful career as a health professional. An integrated pedagogical approach that combines strategies such as retrieval practice, peer teaching, and reflective writing appears essential. This approach fosters deep, lasting learning and empowers students to become self-directed, resilient learners who can continually adapt to new challenges throughout their careers.