Use of Metacognitive Techniques in Occupational Therapy Education: A Scoping Review

Efficient and effective occupational therapy curricular course design is essential to develop competent reflective practitioners. The intentional use of metacognitive strategies could improve the development higher-order thinking learning outcomes. study explored in students within higher education. A targeted search for journals only was primary method identify studies. Arskey O’Malley’s (2005) five-stage framework guided this scoping review. All studies demonstrated some aspects metacognition, included about their learning, reflection, self-assessment, or sense-making. Through PRISMA process, initial yielded 260 studies; 27 duplicates were removed a remaining total 233 Thirteen articles final study. identification studies’ purpose, pedagogy, strategies, level Bloom’s taxonomy analysis. Written peer-to-peer debate, self-directed critical thinking, reflection observation described articles. not specific pedagogy. Rather varied use; however, all focused on outcomes skills life-long learners. selected reported improved strategies. Transparency intentionality education related metacognition may leading practitioners whose self-reflection client system