The National Directives for Medicine Courses list among others learn how to learn and scientific competence as main objectives for graduation curricula. The purpose of this study is to propose metacognition as a Symbolic Educational Technology. This proposition is based upon Schultz's phenomenological perspective of symbols. The following text presents four main topics. The first introduces a broad definition for Symbolic Educational Technology. The second topic deals with metacognition concepts and its educational benefits. The third one presents Schultz's phenomenology and his concept of symbols. Finally the fourth topic shows how metacognition can enhance teaching and learning by using symbols and ciphers.
Metacognition; Learning; Teaching; Educational Technology; Faculty; Students