The accommodation of diverse student learning approaches and maintenance of good academic outcomes are often difficult to achieve in university courses, particularly where large classes are concerned. These issues become even more significant when dealing with first-year students in science courses with high levels of factual and conceptual content. In this report, the authors describe the construction and use of pedagogically sound, yet inexpensive, video clips that can be used to support learning of physiology concepts. To avoid confusion, they have used the term "video clip" with specific reference to concise, audiovisual presentations generally less than 15 min in length rather than the more general term "podcast." A feature of the video clip design was the addition of interactive components that suggested the viewer engage in some form of active learning. The video clips were designed to support student learning in a large ("n" = 177) Biomedical and Physical Sciences course mainly concerned with human anatomy and physiology. Access to the video clips was optional, and the students also had access to other online learning resources that included "whole lecture" Lectopia recordings (50 min recordings, audio plus PowerPoint slides), multiple-choice questions (MCQs; WebLearn), and an in-house-designed "interactive anatomy atlas." Students were able to access the video clips via the RMIT University BlackBoard system, which also incorporated a tracking function to measure student access to resources. The tracking system only provided information about online access and did not distinguish between online access and downloading of the videos. Some insight into the effectiveness of the clips was provided by the tracking data and by completion of a paper-based question (using a 5-point Likert scale). This work formed part of a comprehensive study evaluating student access and the use of a range of anatomy and physiology online resources. The study was approved by the Human Ethics Committee of RMIT University, and 105 student volunteers (59% of the class) agreed to participate.