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IntroductionDespite evidence supporting ePortfolio use to promote reflective practice, most published studies focus on its use in senior years. This study explored how well the introduction of the Undergraduate Medical ePortfolio (UMeP) in Year 1 of an early clinical contact curriculum met its aims of supporting reflective practice and introducing portfolio learning. Effective mentoring, organisational support, authenticity and adequate time are key to success. MethodsA constructivist study heard the voices of students n=14 (2 focus groups) and tutors n=6 (semi-structured interviews) who had used the UMeP in its first introductory year. Thus, triangulation was employed to gain a deeper appreciation.