Metacognitive Analysis Skills Course
Metacognitive Analysis Skills Course
A Warner School of Education + URMC GME Collaboration
The Metacognitive Analysis Project began by addressing a critical gap: highly intelligent medical residents and fellows whose standardized test scores didn't reflect their true clinical abilities. Through experience, we identified delayed professional identity formation as a core underlying issue.
This project now empowers learners to excel in high-stakes evaluations and cultivate a robust professional identity, recognizing that performance in high-pressure clinical and evaluative settings is impacted by anxiety, self-doubt, imposter syndrome, and systemic biases. These challenges disproportionately affect trainees from historically excluded groups, creating a disparity between their capabilities and their assessed performance.
Developed collaboratively by the University of Rochester School of Medicine and Dentistry's GME Office and the Warner School of Education, this intensive intervention provides personalized skill development and builds a supportive community. Our approach is rooted in the biopsychosocial model, integrating self-determination theory, growth mindset theory, and performance anxiety awareness. The program is structured into three distinct phases, culminating in a wrap-up session:
- Phase 1 (4 sessions): Focuses on discovery of growth mindset, self-determination theory, and identifying negative self-talk.
- Phase 2 (3 sessions): Involves direct application of strategies to exam questions drawn from the trainees' own specialties.
- Phase 3 (2 sessions): Applies these skills to high-stakes interactions within the clinical setting.
- Wrap-up (1 session): A final session to synthesize and integrate all learned concepts.
Pilot studies (2024-2025) with 23 participants showed transformative results, including reduced negative self-talk, improved mental well-being, and significant increases in In-Training Exam (ITE) scores. Crucially, these gains extended to the clinical setting, enhancing performance during high-stakes interactions with supervisors. Participants also reported a stronger sense of professional identity and belonging, directly addressing the delayed identity formation.
The project aims to determine optimal implementation methods, establish an Alumni Network for mentorship, and expand the intervention's application to various high-stress clinical conditions. Ultimately, The Metacognitive Analysis Project seeks to transform clinical learning at UR Medicine and serve as a national model for a more diverse, confident, and inclusive healthcare workforce.
Course Formats
Select the course format below that best fits your schedule to view the full schedule and registration details.
Frequently Asked Questions
The Metacognitive Analysis Course is currently offered in four formats:
- Two-Week Intensive Elective — Meets daily for 10 consecutive weekdays (10 sessions total).
- Evening Series — Ten sessions, typically one to two sessions per month.
- Residency/Fellowship Program-Based Offering — Approximately 10 sessions.
- Modular Series — The curriculum is divided into three modules that may be completed over time.
No. Participants who are unable to complete a full 10-session offering may complete the course through the Modular Series. Participants may complete modules as their schedules permit and accumulate progress toward course completion. This option provides flexibility for residents and fellows whose clinical, educational, or professional responsibilities make participation in a single offering difficult.
Registration procedures vary by course format.
- Two-Week Intensive Elective: Registration occurs through MedHub. Participants should notify their residency or fellowship program administrator, who will enroll them in the elective through the "zGME" program.
- Residency/Fellowship Program-Based Offering: Enrollment is coordinated directly between the project team and residency or fellowship program leadership.
- Evening Series & Modular Series: Registration is managed directly by the project team using the registration form.
No. Only the Two-Week Intensive Elective uses MedHub for registration and scheduling.
The Evening Series and Modular Series are administered outside of MedHub, and registration is coordinated directly through the project team.
The Residency/Fellowship Program-Based Offering is coordinated jointly with program leadership and does not use open enrollment. Participants choosing the Modular Series may select available modules using the registration form.
Enrollment confirmation depends on the course format.
Two-Week Intensive Elective
Participants are enrolled through MedHub by their residency or fellowship program administrator and are then added to the Blackboard course site.
Evening Series & Modular Series
Participants receive an email confirmation from the project team and are then added to the Blackboard course site.
Residency/Fellowship Program-Based Offering
Participants receive confirmation through their residency or fellowship program leadership and are subsequently added to the Blackboard course site.
All course formats use Blackboard for course materials and participant communication. Participants are added to the Blackboard course site after enrollment has been confirmed.
The exact classroom location and course information are posted in Blackboard approximately two weeks prior to the start of the course.
There is no tuition charge for participants in any course format. The project is partially funded through the Josiah Macy, Jr. Foundation.
Because the course is provided at no cost, no tuition bills are issued to learners or residency/fellowship programs.
If you have questions about course formats, enrollment, scheduling, or the needs of a specific residency or fellowship program, please contact the project team at macymetacogntiveproject@urmc.rochester.edu. We are happy to discuss program-specific needs and help determine which course format is the best fit for your learners.
Full participation is expected for each selected format. Learners who cannot complete a single 10-session offering may instead progress through the Modular Series over time.
Most sessions last approximately 2–3 hours, with independent preparation or project work completed between sessions.
The course is designed for residents and fellows across Graduate Medical Education programs. Some offerings are open enrollment, while others are coordinated directly with residency or fellowship programs.
Course materials, announcements, and communications are delivered through Blackboard after participants have confirmed their enrollment.
Yes. Residency and fellowship programs may request a Program-Based Offering that is coordinated with program leadership and aligned with the program's existing didactic schedule.
Yes. Participants who cannot complete a full 10-session offering may complete the curriculum over time through the Modular Series.
Contact Us
If you have questions about course formats, enrollment, scheduling, or the needs of a specific residency or fellowship program, please contact the project team at .
We are happy to discuss program-specific needs and explore which course format may be the best fit for your learners.
Program questions: macymetacogntiveproject@urmc.rochester.edu (project team).
General questions: Contact the GME Office or your residency/fellowship program leadership to explore which format may be the best fit for your learners.