en <span style=font-size:12pt><span new= roman= style=font-family: times=><b><span style=border:none windowtext 1.0pt; font-size:10.0pt; padding:0cm><span style=background:white><span cambria= style=font-family:><span style=color:#4f81bd>Aims</span></span></span></span></b><strong><span style=font-size:10.0pt><span cambria= style=font-family:><span style=color:#4f81bd>:</span></span></span></strong><span style=font-size:10.0pt><span cambria= style=font-family:> </span></span></span><span style=font-family:Times New Roman,serif><span style=font-size:10.0pt><span style=font-family:Cambria,serif>The prevalent academic procrastination among medical students, who will assume significant responsibilities in the future, can have irreversible consequences. One of the underlying factors is the weakness of cognitive and metacognitive strategies, which can be taught and learned by professors and students. The present research was conducted to investigate the effect of teaching cognitive and metacognitive strategies virtually on the academic procrastination of medical students at Iran University of Medical Sciences.</span></span></span></span><br> <span style=font-size:12pt><span style=line-height:normal><span style=font-family:Times New Roman,serif><b><span lang=IN style=border:none windowtext 1.0pt; font-size:10.0pt; padding:0cm><span style=background:white><span style=font-family:Cambria,serif><span style=color:#4f81bd>Material</span></span></span></span></b><b><span style=border:none windowtext 1.0pt; font-size:10.0pt; padding:0cm><span style=background:white><span style=font-family:Cambria,serif><span style=color:#4f81bd>s &</span></span></span></span></b><b><span style=border:none windowtext 1.0pt; font-size:10.0pt; padding:0cm><span style=background:white><span style=font-family:Cambria,serif><span style=color:#4f81bd> Met</span></span></span></span></b><b><span style=border:none windowtext 1.0pt; font-size:10.0pt; padding:0cm><span style=background:white><span style=font-family:Cambria,serif><span style=color:#4f81bd>h</span></span></span></span></b><b><span lang=IN style=border:none windowtext 1.0pt; font-size:10.0pt; padding:0cm><span style=background:white><span style=font-family:Cambria,serif><span style=color:#4f81bd>od</span></span></span></span></b><b><span style=border:none windowtext 1.0pt; font-size:10.0pt; padding:0cm><span style=background:white><span style=font-family:Cambria,serif><span style=color:#4f81bd>s:</span></span></span></span></b> <span style=font-size:10.0pt><span style=font-family:Cambria,serif>This quasi-experimental research employed a two-group before-and-after design and was conducted at the </span></span><span style=font-size:10.0pt><span style=font-family:Cambria,serif>Iran University of Medical Sciences in 2023</span></span><span style=font-size:10.0pt><span style=font-family:Cambria,serif>. The study included 70 medical students from Iran University of Medical Sciences, who were divided into control and intervention groups. Cognitive and metacognitive skills were presented virtually in four one-hour sessions. Data were collected using Solomon and Rothblum's Academic Procrastination Questionnaire and analyzed using SPSS 16 software.</span></span></span></span></span><br> <span style=font-size:12pt><span style=line-height:normal><span style=font-family:Times New Roman,serif><strong><span style=border:none windowtext 1.0pt; font-size:10.0pt; padding:0cm><span style=background:white><span style=font-family:Cambria,serif><span style=color:#4f81bd>Findings</span></span></span></span></strong><strong><span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:#4f81bd>:</span></span></span></strong><span style=font-size:10.0pt><span style=font-family:Cambria,serif> Initially, no significant difference was found between the scores of the participants in the two groups before the cognitive and metacognitive strategies course (p>0.05). However, a significant difference was observed between the scores of the two groups after the intervention (p<0.05).</span></span></span></span></span><br> <span style=font-size:12pt><span style=line-height:normal><span style=font-family:Times New Roman,serif><strong><span style=border:none windowtext 1.0pt; font-size:10.0pt; padding:0cm><span style=background:white><span style=font-family:Cambria,serif><span style=color:#4f81bd>Conclusion</span></span></span></span></strong><b><span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:#4f81bd>:</span></span></span></b><span style=font-size:10.0pt><span style=font-family:Cambria,serif> The implementation of cognitive and metacognitive strategies training has a positive and significant influence on reducing academic procrastination among students</span></span></span></span></span> Teaching,Metacognition,Academic Performance,Students, Medical, 153 158 http://hehp.modares.ac.ir/browse.php?a_code=A-10-81518-1&slc_lang=en&sid=4 A. Zhianifard 1003194753284600325717 1003194753284600325717 No “Center for Educational Research in Medical Sciences (CERMS)” and “Department of Medical Education, School of Medicine”, Iran University of Medical Sciences, Tehran, Iran Z. Sohrabi 1003194753284600325718 1003194753284600325718 Yes “Center for Educational Research in Medical Sciences (CERMS)” and “Department of Medical Education, School of Medicine”, Iran University of Medical Sciences, Tehran, Iran A. Barry 1003194753284600325719 1003194753284600325719 No “Center for Educational Research in Medical Sciences (CERMS)” and “Department of Medical Education, School of Medicine”, Iran University of Medical Sciences, Tehran, Iran A. Norouzi 1003194753284600325720 1003194753284600325720 No Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran Z. Mirzaee 1003194753284600325721 1003194753284600325721 No “Center for Educational Research in Medical Sciences (CERMS)” and “Department of Medical Education, School of Medicine”, Iran University of Medical Sciences, Tehran, Iran A. Zabihi Zazoly 1003194753284600325722 1003194753284600325722 No Operating Room Department, School of Allied Medical Sciences, Mazandaran University of Medical Sciences, Sari, Iran S. Nosrati 1003194753284600325723 1003194753284600325723 No “Center for Educational Research in Medical Sciences (CERMS)” and “Department of Medical Education, School of Medicine”, Iran University of Medical Sciences, Tehran, Iran Z. Nouri Khaneghah 1003194753284600325724 1003194753284600325724 No “Center for Educational Research in Medical Sciences (CERMS)” and “Department of Medical Education, School of Medicine”, Iran University of Medical Sciences, Tehran, Iran