Smart devices can be a powerful adjunct for learning in clinical settings, but students are uncertain about the acceptability of using them openly.1We aimed to explore how medical students use point of care information systems in the clinical setting and for self-directed learning.  During this study, it emerged that students receive mixed messages from clinical teachers about the use of handheld devices during clinical placement which can lead to confusion and covert use. We discuss these findings and how to address device use during clinical learning opportunities.This qualitative study used a convenience sample of 13 fifth-year medical students, who had started consulting independently whilst on General Practice placements. We held three in-person focus groups using a semi-structured topic guide between February and April 2025. Transcripts were anonymised and thematic analysis was performed using a coding template guided by self-directed learning theory.2Students reported using handheld devices on clinical placement to quickly access information which allowed them to feel “more included with the team,” especially to aid their understanding when educators were “really busy.”   However, several students felt uncomfortable using their phone during placement as “a lot of the doctors would get quite annoyed with you,” resulting in covert or “sneaky” use, with some students feeling that alternative devices such as iPads may “look slightly better than using a phone.”  In contrast, other students experienced role models who used handheld devices, including phones, to support clinical decision-making.Our results suggest that students use handheld devices to enhance clinical education as it allows them to make sense of their observational learning in real time. However, this study supports previous findings that educators display mixed attitudes towards students’ device use in clinical settings.3,4 Students would benefit from clear expectations upfront and consistent messaging around this, relevant to the learning context and setting. Perception of supplementary devices like tablets as more professional than phones may deepen financial inequalities for students who cannot afford them.Handheld devices are a valuable learning resource in the clinical setting, but their use is not yet normalised. Students need an agreed etiquette.