Warfvinge, GunnarWretlind, Katarina2008-09-232008-09-232008-09-23http://hdl.handle.net/2077/18118This project focuses on students´proficiency to learn in a problem-based curriculum We have developed a series of metacognitive workshops designed to make students more aware of the structure of a fruitful problem-solving rationale. A play exemplifying a condensed low-achieving tutorial was performed live by students, followed by discussions. In other workops, the students analysed tutorial reports with reference to the problem-solving structure ans also tried to write new cases from given curricular goals. The students exposed to the exercises displayed a higher metacognitive awareness than students not exposed and they also felt that their tutorial work had improved. In conclusion, it is desirable to boost students´ metacognitive awareness and it is also possible to do so.engClassroom researchdental studentshigher educationinstructional innovationmetacognitionproblem based learningproblem solvingstudent motivationText