Abstract

OBJECTIVES

The objective of this scoping review was to explore: (1) the nature and purposes of metacognitive regulation in clinical reasoning activities in Physical Therapy, and (2) the breadth and diversity of methods and tools used to assess metacognitive regulation in clinical reasoning activities in Physical Therapy.

METHODS

The nine steps of the JBI guideline and the Prisma-Scr checklist were used. The Pubmed, Google Scholar, PsycINFO, EBSCO, and ERIC databases were queried. Resources published after 2000, in English and French, were searched using a broad range of terms defining metacognitive regulation. Two researchers carried out the parallel and blinded selection and extraction of data concerning the nature of metacognitive regulation (timing, type, task characteristics) and its purposes, as well as assessment methods and tools.

RESULTS

Of the 1,025 identified articles, 36 were analyzed. An integrative model was created, synthesizing the relationships between five key characteristics: the type, timing, task, focal, interaction, and purposes of metacognitive regulation. Assessment methods showed diversity, while remaining underdeveloped overall.

CONCLUSIONS

This research formalizes a conceptual framework specific to Physical Therapists metacognitive regulation during clinical reasoning. It establishes a framework and synthesizes existing tools, opening up possible avenues to clarify and develop metacognitive regulation, or engage in research in the field of education.

MeSH

Physical Therapists, Education, Medical, Clinical Reasoning, Uncertainty, Research