Abstract
This paper presents evidence that 90-sec video vignettes designed for delivery by way of mobile communication devices contribute to 'engaged learning' as measured by higher student participation and attainment in physiology practical classes. By acting as a 'just in time' prompt or 'trigger' for learning, the vignettes situate the students' learning, bridge the link between lectures and practical classes, and provide a rationale for the relationship of the practical class to the aetiology of various disease states.
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