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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

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Assessing reflective thinking and approaches to learning.

Louise Dunn¹, Gina M Musolino

¹Division of Occupational Therapy, College of Health, The University of Utah, Salt Lake City, UT 84108, USA. louise.dunn@hsc.utah.edu

Journal of Allied Health

|September 20, 2011

Summary

The Reflective Thinking Questionnaire (QRT) and Revised Study Process Questionnaire (RSPQ-2F) reliably measure reflective thinking and learning approaches in health professions students. These tools can track changes in professional reasoning and self-directed learning.

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Area of Science:

Health Professions Education
Educational Measurement
Professional Development

Background:

Reflective practice is essential for healthcare professionals, building on theories by Dewey and Schön.
Critical reflection transforms beliefs and learning, vital for effective practice.
The Reflective Thinking Questionnaire (QRT) and Revised Study Process Questionnaire (RSPQ-2F) show potential for assessing professional reasoning skills.

Purpose of the Study:

To evaluate the reliability, responsiveness, and model validity of the QRT and RSPQ-2F.
To assess these measures in U.S. health professions students in entry-level Occupational Therapy (MOT) and Physical Therapy (DPT) programs.

Main Methods:

A measurement study focusing on the reliability and responsiveness of the QRT and RSPQ-2F.
A convenience sample of 125 MOT and DPT students participated in a two-measure, test-retest design.
Electronic data collection was utilized for the investigation.

Main Results:

The QRT demonstrated stability across its four scales (ICC 0.63–0.82).
The RSPQ-2F showed strong stability in its two scales (ICC 0.91 and 0.87).
Descriptive data indicated the responsiveness of both measures.

Conclusions:

The QRT and RSPQ-2F are supported as valid tools for assessing changes in reflective thinking and learning approaches.
Measuring these outcomes enhances understanding of instructional strategies and professional reasoning.
These assessments contribute to fostering self-directed learning in MOT and DPT programs.