We use an action research approach to evaluate three successive cohorts of medical student perceptions of using a multi-faceted video-based guided study resource which provides academic (skills-based), social (motivation-based) and professional (clinical-based) interventions aimed at facilitating and enriching learning across an eight week module in the second year of the MBChB medical degree. Our findings show that whilst students value these video resources both as a revision tool and an aid to learning during the semester, they have specific critiques about several areas which would improve the project. We interpret our data to evidence a tangible beneficial argument for the use video-based learning objects to support student learning that is reliably reaffirmed by our longitudinal data
