Without conscious will and engagement in critical reflexivity as a process of growth and learning in research, students remain unaware of their subjective biases and the effect of bias on the inquiry. A qualitative, exploratory, single descriptive case study was used to explore and describe the operationalisation of debriefing interviews and coaching conversations as strategies to promote student reflexivity and action in postgraduate supervision practice. Two female Master of Technology (Somatology) students were purposively selected. Data were collected through in-depth semi-structured debriefing interviews, coaching conversations and semi-structured naive sketches. Data analysis followed a thematic coding approach. It was found that the strategies of debriefing interviews and coaching conversations promote self-awareness and methodological awareness, transformation, learning and support, and increase students' capability to act and react more quickly to research challenges. However, bracketing of personal epistemological beliefs and ethical reasoning remain a challenge.