The benefits of obtaining multi-sourced feedback in the reflective process Feedback regarding performance can assist the development of reflection skills (Johns, 2002; Duffy, 2009; Ng, 2011). Without a feedback and open-dialogue approach there is a risk that reflection may be introspective (Osterman & Kottkamp, 1993 ; Cunliffe, 2002; McCabe & Timmins, 2006), preventing self-assessment and -awareness such as the recognition of weaknesses. Many studies supporting the use of feedback to enhance reflective skills report on the benefits of acquiring a mentor, or critical companion (Johns, 2002), who can question the student and assist them in deconstructing practice related issues (Johns, 2002). As with our programme, this mentorship role is often adopted by clinical educators (Osterman & Kottkamp, 1993 ; Johns, 2002; Duffy, 2009). The structured exercises used here comprised a section to record the critical dialogue which occurred between the student and their clinical educator but, significantly, also promoted reflection at a team level, as suggested by Ng (2011), encouraging the students to engage in open reflective dialogue with their peers, which has previously been shown to be beneficial (Garner et al., 2010), colleagues from other professions and clients (service users).