000			a
999			_c15654 _d15654
003			OSt
005			20211221103032.0
008			211221b xxu||||| |||| 00| 0 eng d
040			_aAIKTC-KRRC _cAIKTC-KRRC
100			_914900 _a Hu, Xianmin
245			_aAssociation between Personality Traits and Metacognition among Pharmacy Students: Implication for Pharmaceutical Education
250			_aVol.55(1), Jan-Mar
260			_aKarnataka _bAssociation of Pharmaceutical Teachers of India (APTI) _c2021
300			_a70-76p.
520			_aBackground: The importance of pharmacy practitioners’ personality traits in their professional development and future patient-centered pharmaceutical care practice has been widely recognized. Metacognitive skills in critical thinking, self-directed learning as a critical part of pharmacy training has been emphasized in the new pharmacy education accreditation standard. Correlation between metacognition and personality has been demonstrated in patients with personality pathology. Objectives: This work aimed to study the association between personality and metacognition among Chinese pharmacy students. Materials and Methods: A total of 130 pharmacy students voluntarily completed the 30-item Metacognitions Questionnaire (MCQ-30) and NEO Five-Factor Inventory (NEO-FFI) to measure their metacognitions and personality traits, respectively. Results: Pearson Correlations showed a strong association between metacognition and NEO-FFI conscientiousness personality trait. NEO-FFI neuroticism was found weakly but significantly positively associated with overall MCQ-30 scores, strongly positively associated with metacognitive factors “Negative beliefs about worry” and “Cognitive self-consciousness”, moderately negatively associated with “Positive beliefs about worry” or “Cognitive confidence” subscales of MCQ-30. Scores on the NEO-FFI extraversion, openness or agreeableness and the metacognitive factor “Positive beliefs about worry”, “Cognitive confidence” or “Negative beliefs about worry” were highly correlated. Conclusion: This study firstly linked pharmacy students’ personality traits to their metacognition levels, suggesting that educational interventions to develop metacognitive skills might contribute to the improvement of students’ personality traits.
650		0	_94639 _aPHARMACEUTICS
700			_914901 _a Wang, Jun
773	0		_x0019-5464 _tIndian journal of pharmaceutical education and research _dBengluru Association of Pharmaceutical Teachers of India (APTI)
856			_uhttps://www.ijper.org/sites/default/files/IndJPhaEdRes_55_1_70.pdf _yClick here
942			_2ddc _cAR