Metacognition of First Year Occupational Therapy Students: A Comparison of Entry-Level Degrees
Open accessAbstract
The purpose of this study was to compare the metacognitive awareness among first year students in entry-level occupational therapy programs. The study investigated the similarities and differences in awareness of cognition and strategies used to regulate cognition in occupational therapy assistant (OTA), Master of Occupational Therapy (MOT), and Occupational Therapy Doctorate (OTD) programs to inform teaching practices for the different educational demands and expected outcomes of each program. Thirty occupational therapy students (11 OTA, 10 MOT, and 9 OTD) completed the Metacognitive Awareness Inventory (MAI) during their first semester of occupational therapy courses at two universities. Overall, the results indicated the student reported use of metacognitive strategies was more similar than dissimilar among the three entry-level programs. Additionally, MAI responses were not predictive of course grades. Instructors can design educational experiences to tap into the metacognition of the student, promoting effective and efficient learning to meet the high educational standards required for our profession. Students who are effective and efficient learners will be more prepared to meet the demands of a complex healthcare environment in their respective practitioner roles.
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Cited by
Sorted by citations
Promoting metacognition in an allied health anatomy course
Cale, A. S., Hoffman, L. A., & McNulty, M. A. (2023) · Anatomical Sciences Education · doi:10.1002/ase.2218 · Cited by 35 · see citing works
“The MAI was modified from its original 100- point slider or five- point Likert scale format to true- false answering to reduce student survey fatigue, a modification for which there are multiple precedents (Othman & Abdullah, 2018; Dunn et al., 2019; Tatić et al., 2019).”
Method
- Authors
- Dunn, L. S., Lewis-Kipkulei, P., & Bower, R.
- Affiliations
- Xavier University (US)
- Arkansas State University (US)
- Furman University (US)
- Venue
- Journal of Occupational Therapy Education
- Publisher
- Eastern Kentucky University
- Published
- 2019-01-01
- Volume
- 3
- Issue
- 4
- ISSN
- 2573-1378 (ISSN-L)
- OpenAlex
- W2985963138
- Cited by
- 7
- References
- 1
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 1 · 2023: 1 · 2022: 1 · 2021: 2
- FWCI
- 0.69
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by-nc-nd
- Locations
- Journal of Occupational Therapy Education (publishedVersion, cc-by-nc-nd)
- Exhibit - A Showcase of Scholarship, Creativity and Preservation Provided by Xavier University Library (Xavier University) (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- metacognition, metacognitive awareness, metacognitive strategies, occupational therapy students, first-year students, Metacognitive Awareness Inventory, course grades, teaching practice
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