Despite long-standing commitment to the notion of critical reflection across the healthcare professions it is unusual for critical theory and practice to be taught as explicit subjects in healthcare higher education. There is evidence to show that reflective techniques such as critical portfolios and reflective diaries can help students to consolidate and assess their learning of a discipline and its practices. Yet, there are also known drawbacks of critical reflection, including over self-critical inspection and the infinite regress of reflection on action. This paper offers a theoretically informed model of critical reflection which encompasses different purposes (thinking, learning and assessment of self and social systems), together with different forms of reflection (personal, interpersonal, contextual and critical). Explicitly teaching critical reflection is a logical step towards students being able to recognise and negotiate complex ethical and professional issues. However, teaching critical reflection creates challenges for curricula design, assessment and professional development. (Contains 1 table and 2 figures.)