Structured Clinical Reflection and Feedforward Planning: A Metacognitively Informed Supervision Framework for Practice Based Education

Abstract Book of the 10th International Conference on Modern Research in Education, Teaching and Learning

Year: 2026

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Structured Clinical Reflection and Feedforward Planning: A Metacognitively Informed Supervision Framework for Practice Based Education

Dr. Carol Moxam

ABSTRACT:

This paper presents a structured reflective supervision and feedforward model grounded in metacognitive theory and Gibbs’ reflective cycle, developed to enhance novice practitioners’ clinical reasoning, performance planning, and professional judgement. Initially implemented in a clinical education context, the model scaffolds learners to articulate learning aims, justify decisions, evaluate achievement of objectives, and analyse how actions shaped outcomes for the child and the session. The framework is intentionally designed for adaptation across clinical and academic learning contexts.
The framework comprises three reflective layers: (1) an overview of learning intentions and rationale; (2) self reflection on performance, timing, feedback use, communication, and decision making; and (3) structured analysis of the child’s engagement, skill demonstration, support needs, and progress. A dedicated feedforward component requires learners to translate feedback into actionable next step strategies, embedding continuity across sessions and strengthening reflective habit formation.
In line with ICMETL’s focus on contemporary challenges in education, teaching innovation, and child centred learning, the model offers a replicable, evidence informed approach to developing reflective competence, metacognitive awareness, and self regulated learning in practice based disciplines. Illustrative examples indicate increased intentionality in planning, greater adaptability during clinical delivery, and improved accuracy in identifying learner and client needs. The paper also outlines directions for future empirical evaluation, including systematic analysis of reflective depth, transfer of feedforward strategies, and links between reflective competence and learner performance.
The session discusses implications for supervision design and integrated feedback systems, positioning the model as a contribution to best practice in reflective teaching and learner development across professional training environments.

Keywords: Reflective supervision, Feedforward planning, Practice based education, Metacognition, Self regulated learning, Clinical education