An essential component of expert professional practice is a practitioner's ability to critically reflect on one's performance. The purpose of this study was to determine the effect of specific electronic feedback provided by the coordinator of clinical education on students' critical reflection ability displayed in weekly journal writings during two consecutive, full-time clinical internships. In a quasi-experimental cross-over cohort design, 15 physical therapy (PT) students were stratified-randomly into two groups. Independent raters scored students' weekly journal submissions on a 5-point scale. Group one received specific feedback during the first internship; Group two received specific feedback during the second internship. While there was no statistical difference in performance between the two groups, it is undetermined whether specific electronic feedback alters critical reflection ability as reflected in journal writing. It appears that timing and continuing feedback once provided may influence effectiveness. Continued research is warranted. (Contains 2 tables and 2 figures.)