• Shabana Ali and Raheela Yasmeen.
• Dr. Shabana Ali, M Phil (Anatomy), MHPE. Associate Professor of Anatomy, Riphah International University, Rawalpindi, Pakistan.
• Pak J Med Sci. 2019 Nov 1; 35 (6): 1642-1646.

ObjectiveTo explore use of metacognitive skills by medical teachers in relation to Zimmerman's model of self-regulation.MethodsA qualitative phenomenological study was conducted at Riphah International University from February 2017 to August 2017. A semi structured interview of ten medical teachers was planned to uncover the lived experiences of selected teachers to demonstrate how these teachers use metacognitive strategies in different phases of learning. Data was collected by asking five open ended questions after expert validation. Data was analyzed by using N-Vivo software.ResultsTotal eight themes were extracted. For prediction and planning three themes, brainstorming, making concept map and sufficient time required were isolated while teachers selected learning objectives and level of students for resource selection while for motivation theme selected was previous experience. Two themes, self- questioning to improve the learning and extra effort required to meet the timeline were isolated for monitoring and reflection during and after learning for evaluation of learning process.ConclusionDuring forethought phase, medical teachers predict their learning process through learning objectives and plan after brainstorming to make a concept map and use suitable learning resources. During learning, they monitor learning process through self-questioning and put extra-effort to meet the deadlines. During and after learning, teachers reflect on their performance.Copyright: © Pakistan Journal of Medical Sciences.

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