Changes in battlefield dynamics increasingly require trainees to acquire the rich and deep knowledge necessary to make decisions in complex, novel situations. We investigate how metacognitive prompts during training may support this need by enhancing the acquisition and application of knowledge within a scenario-based training context. The data suggest differential outcomes are dependent upon the type of assessment, with metacognitive supported training producing benefits to measures of knowledge acquisition but hindering performance in a transfer task. These results are discussed in the context of variations in metacognition training and how differing forms of knowledge acquisition are required to better understand the impact of training
