Towards a praxis of metacognitive reflection in medical education: a framework of inquiry, adaptive action, and pattern logic

Abstract

Metacognitive reflection is widely recognized as essential for navigating the complexities of clinical practice and medical education. Despite extensive literature emphasizing its importance, a robust framework elucidating its practical application and theory remains a significant gap. The present paper argues that the praxis of metacognitive reflection—how it is enacted and acquired—is best understood and exemplified through the interconnected principles of inquiry, adaptive action, and pattern logic. These three processes offer a novel framework for both explaining the dynamics of metacognitive reflection and cultivating its development in learners and practitioners. By engaging in iterative cycles of inquiry, adapting to evolving contexts, and discerning the logic of underlying complex patterns, individuals can refine their metacognitive capacities, ultimately leading to enhanced clinical practice and learning outcomes, and a more sophisticated understanding of the complex adaptive systems within which healthcare operates. This model has the potential to significantly advance both our theoretical understanding of metacognitive reflection and its practical application in the training and professional development of health professionals.