Metacognition of First Year Occupational Therapy Students: A Comparison of Entry-Level Degrees

Document Type

Article

Publication Title

Journal of Occupational Therapy Education

Volume

3

Issue

4

Publication Date

2019

Abstract

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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