Employers in the 21st century seek graduates with a demonstrated ability to be independent, self-managing, lifelong learners. In this paper the authors explore student responses to a tutorial activity designed to promote lifelong learning skills. The activity is framed around situated learning theory, and capitalises on the affordances of video and a structured reflective process to extend opportunities for students to learn from their authentic clinical practicum experiences; enhance student skills in reflection, evaluation and feedback; and promote self-efficacy and lifelong learning.