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The 4C-ID model has been adapted for medical education to help students manage significant cognitive loads while developing strategies for improvement. To date, no 4C-ID intervention exists for the wards or postpartum rounding.Third-year medical students on the OB-GYN core clerkship who agreed to participate were randomized by clerkship block to receive the 20-minute postpartum rounding video module, or standard education. Knowledge and clinical reasoning were assessed during orientation and clerkship conclusion using a clinical scenario (32 points) and the Diagnostic Thinking Inventory (246 points). Satisfaction was assessed using Likert scale questions (0–5, 5=very satisfied/strongly agree).Seventy-eight of 79 eligible students participated. The only significant baseline difference between groups was greater knowledge of physical exam skills in the intervention group (4.8/7, 4.1/7 P=.049). Students in the intervention group demonstrated higher postintervention improvement in knowledge (8.9, 4.5 P=.0011). Both groups increased clinical reasoning, however there was no significant difference between groups pre- or postintervention (160.1, 160.5 P=.92,165.0, 168.8 P=.34). Students in the control group reported a better clerkship experience (3.9, 3.5 P=.04). Students who received the video would recommend the video to their peers (3.7).A postpartum video based in the 4C-ID model of education increased student knowledge in the 3rd-year medical student OB-GYN core clerkship. Video learning is acceptable to medical students, and can be easily incorporated into specialty rounds at any institution.