Background <p>Effective patient education is critical in managing chronic diseases, improving patient outcomes, and reducing healthcare burdens. This study aimed to compare the impact of video feedback (VFB) and group discussion (GD) training on the patient education performance of medical interns.</p> Method <p>In this double-blind randomized controlled trial, 78 medical interns at Shiraz University of Medical Sciences (2019) were assigned to VFB or GD groups using closed-envelope randomization. Both groups attended six 2-hour workshops with standardized scenarios. Performance was assessed using the Objective Structured Long Examination Record (OSLER) checklist before (OSLER1) and one month after the intervention (OSLER2). Primary outcome was the difference in mean post-intervention OSLER scores. Analyses included Mann-Whitney U and Wilcoxon tests.</p> Result <p>Seventy-six interns completed the study. No significant differences in demographic features (<i>p</i> &gt; 0.05) or baseline scores (<i>p</i> = 0.21). Both groups demonstrated significant improvements in OSLER scores after the intervention (<i>P</i> &lt; 0.001). The GD group’s mean OSLER1 score increased from 4.38 ± 1.04 to 8.43 ± 1.85 (<i>p</i> &lt; 0.001), while the VFB group’s scores rose from 5.10 ± 2.09 to 17.44 ± 1.10 (<i>p</i> &lt; 0.001). The VFB group significantly outperformed the GD group in post-intervention scores (<i>p</i> &lt; 0.001), with a mean score improvement of 12.33 ± 2.53 compared to 4.05 ± 2.05 in the GD group (<i>p</i> &lt; 0.001).</p> Conclusion <p>Both training methods improved interns’ patient education performance, with VFB showing substantially greater gains. Video feedback may be a more effective approach for enhancing communication skills in clinical training. Further research is warranted to assess long-term impact and broader applicability.</p> Trial registration <p>A clinical trial number is not applicable.</p>