<p>Video-Based Learning (VBL) is growing in popularity across various industries, specifically healthcare, for learning procedural skills. Videos offer benefits by providing captivating learning experiences and minimizing the necessity for lengthy in-class explanations. Nevertheless, conventional videos frequently lack crucial information for students to execute processes proficiently. Furthermore, there is a scarcity of studies on using segmented interactive videos to educate procedural abilities. Hence, this study examines the effect of segmented-interactive video displays on students’ technical skills, communication, and competency. The study investigates the disparities in learner performance following exposure to various video formats and investigates the relationship between competency and the specific type of video employed. The study utilizes a quasi-experimental method, collecting pre-test and post-test data from 127 students using the Integrated Procedure Performance Instruments (IPPI) rating checklist. The differences before and after intervention, as well as across groups, were analyzed using non-parametric tests such as the Wilcoxon Signed-Rank test and Mann-Whitney U test. The results demonstrate an enhancement in students’ technical proficiency, communication abilities, and competence in executing procedures such as venipuncture. A significant relationship was observed between VBL and both technical proficiency and communication skills. Nevertheless, no significant relationship was observed between overall competency and the utilization of segmented interactive videos. The study’s findings indicate that segmented interactive videos are associated with better technical, competency, and communication skills in procedural training. The study suggests that future research should explore the impact of segmented-interactive videos on a broader range of abilities, conduct longitudinal studies, and investigate other specialties within healthcare education.</p>