Introduction: With the increasing integration of AI and post-pandemic learning methods into the
classroom, OT faculty have observed a decline in students' clinical reasoning abilities. By
purposefully implementing metacognitive strategies in the first semester of a clinical
graduate program, we can foster self-regulated learning—a factor strongly linked to
student success, enhanced clinical reasoning, and greater confidence when introduced
early in the curriculum.
Objectives: Faculty will be educated on metacognitive approaches for implementation within first-year
graduate courses for academic success, followed by scaffolding techniques as students
continue the OT curriculum.
Approach: Research-based insights will be provided by integrating metacognitive strategies into
classroom activities, assignments, and learning opportunities for both in-class and at home.
Practice Implications: Metacognitive strategies effectively improve student performance, increase confidence, and
encourage learner autonomy. Faculty supporting these strategies early in the students’
graduate journey will set students up for success on board exams and equip them with the
clinical reasoning skills needed in professional practice.
Conclusion: Intentional integration of metacognitive strategies into foundational coursework has the
potential to significantly enhance students' understanding and competence early in their
graduate career. Early scaffolding will promote success in subsequent coursework and
clinical practice.