Keywords
Health education
Education
Shared learning
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Abstract
Objective: Identify and analyze scientific productions that explore the concept of team building from a metacognitive perspective. Methods: Integrative review, qualitative character. The PICo strategy was used to survey the descriptors consisting of: P - Undergraduate health students; I - Metacognitist perspective and Co - Team building. The databases were: PubMed, Scielo, VHL, LILACS, Embase, CINAHL, PsycINFO, Scopus, ERIC, Web of Science and Cochrane. Including complete articles, peer-reviewed, in English, French, Spanish or Portuguese, without time limit. Results: The analysis resulted in 4 categories: (1) Mechanisms used to increase the effectiveness of a team; (2) Collaborative practices and team formation for task development; (3) Cognitive, affective and metacognitive processes (CAM) as team management tools and (4) Content of the thoughts of students who are involved in group learning. Final considerations: Learning goes beyond epistemic and identity dimensions, and metacognive processes contribute to improve communication and interaction between team members favoring better performance in simulated tasks.
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