time management and metacognitive strategies in graduate students of kerman university of medical sciences

Background: time management and metacognitive strategies are the most important academic skills of students to achieve scientific success. objectives: the current study aimed at comparing the effect of the two widely used teaching methods, role-playing and lecturing, on learning the communication skills among health workers of kerman health centers in iran, 2018. methods: this descriptive-analytical cross-sectional study was conducted in 2019 on 322 graduate students. the time-management questionnaire developed by britton and tesser and the metacognitive awareness inventory schraw and dennison were used to collect data. data were analyzed using descriptive statistics (frequency, mean, and standard deviation) and pearson correlation coefficient and multivariate linear regression by spss software. results: the mean score of time management in students was 5.24±32.41 (14-70) and the mean score of metacognitive strategies was 11.56±148.97 (52-260), which showed the -moderate level of students regarding these factors. a positive and significant relationship was observed between time management and metacognitive strategies (p <0.050). conclusion: time management and metacognitive strategies of graduate students of kerman university of medical sciences is at a moderate level. due to the relationship between time management and metacognitive strategies, it is recommended to pay attention to metacognitive components in teaching and learning methods. it is also suggested to plan for the creativity and innovation of these students to use their ability to achieve organizational goals.