Videotapes, through vividly displayed clinical images and teaching interact
ions, an valuable tools for both learners and teachers. Visual images in co
mbination with verbal instruction have been shown to significantly increase
recall and retention. Many clinicians and medical teachers are aware of vi
deotape resources, but have not had a chance to develop their use in medica
l education. In this paper, we discuss creative applications of videotapes
in three major categories: presenting information, triggering discussion, a
nd as a tool for direct self-observation and feedback. Videotapes may be va
luable for presenting information in settings of didactic instruction; for
triggering discussion during teaching workshops; and for self-observation o
f patient-doctor interactions and learner-teacher encounters, The article p
resents learner-centered approaches to review a videotaped clinical encount
er in order to enhance value and comfort for the learner and teacher. Sourc
es of tapes include on-site videotaping, published educational tapes and co
mmercial tapes shown in accordance with fair use guidelines, examples of wh
ich are referenced. Videotapes add another dimension to traditional sources
of physician education.