Date Presented 04/03/2025
Social–emotional learning and self-regulation are paramount to evidence-based OT education. This pilot study demonstrates a novel screening tool to improve metacognition with immediate, significant large effects on hybrid, entry-level OTD learning.
Primary Author and Speaker: Jamie L. Bergner
Additional Authors and Speakers: Amy Stark
Contributing Authors: Blair M. Bergner
PURPOSE: Metacognition involves monitoring, evaluating, and making appropriate decisions - necessary precursors for critical thinking that contribute to self-regulation of learning. The purpose of this pilot study is to report outcomes of a novel screening tool for adult learners in a distance learning, entry-level OTD program.
DESIGN: Retrospective pilot study. A screening tool was embedded into individual meetings in one semester. Self-screening occurred at the start and end of meetings and was used to inform a meeting agenda and post-meeting goals.
METHOD: Students rated items on a scale of 0-5 with total score range of 0-35 at the start and end of the meeting. Items were constructed based on the following: leadership theory-Strength’s Based, Growth Mindset, Psychological Safety (3), development (1), tasks/skills (2), and energy allocation (1). Microsoft Teams virtual platform was used with screen-share. Two records were excluded (incomplete) from analysis (n = 15).
RESULTS: Pre- and post-meeting total score mean was 22.9/35 (range, 14 to 33) and 29.1/35 points (range, 22 to 35), respectively. Total and item scores, pre and post, were analyzed with a Wilcoxon signed-rank test, all showing a significant change and a large effect size (p <0.05, Rank-Biserial Correlation of rb = -1.00).
CONCLUSION: The data represent a cross-section of the transient, multi-layered construct of social emotional learning and co-regulation. The small sample limits generalizability. Frequent screening for holistic aspects of learning may de-stigmatize supports, however, systems need adequate mental health services to ensure psychological safety. This study signified the need to separate a skills item into personal and environmental factors.
IMPACT: Self-assessment of metacognitive and social emotional learning has an immediate, significant, and large effect on learning in hybrid OT education. This pilot study serves as a call to action to support the mental health of students.
References
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Educators for Excellence. (2020). Voices from the virtual classroom: A survey of America’s teachers on COVID-19 Related education issues. https://e4e.org/sites/default/files/voices_from_the_virtual_classroom_2020.pdf
