Metacognitive awareness among doctor of physical therapy students: A mixed-methods investigation

Quantitative findings suggest overconfidence among incoming SPTs. Regulation of cognition improvements in second-year students support experiential learning opportunities. The impact of meaningful life events, content relevance, and contexts seemed to facilitate a shift from KOC to ROC. Student confidence, adaptability, self-assessment accuracy, study strategies, and reflection appeared to vary with metacognitive awareness suggesting that metacognitive awareness, and clinical reasoning, may be promoted by encouraging specific strategies.