Without conscious will and engagement in critical reflexivity as a process of growth andlearning in research, students remain unaware of their subjective biases and the effectof bias on the inquiry. A qualitative, exploratory, single descriptive case study was usedto explore and describe the operationalisation of debriefing interviews and coachingconversations as strategies to promote student reflexivity and action in postgraduatesupervision practice. Two female Master of Technology (Somatology) students werepurposively selected. Data were collected through in-depth semi-structured debriefinginterviews, coaching conversations and semi-structured naïve sketches. Data analysisfollowed a thematic coding approach. It was found that the strategies of debriefinginterviews and coaching conversations promote self-awareness and methodologicalawareness, transformation, learning and support, and increase students’ capability toact and react more quickly to research challenges. However, bracketing of personalepistemological beliefs and ethical reasoning remain a challenge.
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