Point-of-view feedback in consultation training of student dietitians to enhance communication skills: students’ and actors’ experiences and perceptions

Considering the significant impact of communication skills on healthcare outcomes, effective communication is essential in delivering dietetic care. However, traditional methods of feedback to students on their communications skills may not fully capture non-verbal or empathic dimensions of interaction (1) . Video-based feedback has demonstrated value in healthcare training (2) . It is essential to understand how different types of video feedback are received and how the integration of video recording technology is perceived as affecting consultation simulation activities. Point-of-view technology are high-quality hands-free devices that record user perspective video. This research aimed to explore student and actor perceptions and experiences of using point-of-view (POV) technology in simulations and subsequent POV video-feedback processes. Students participated in simulated communication with a patient actor while wearing POV technology during the consultation and could then re-watch their consultation. This multi-method qualitative study used in-person focus groups with first-year MSc Dietetics students who had used POV devices in a simulated consultation and/or an assessment, and semi-structured online interviews with simulated patient actors who had worn the devices. They were conducted in March 2025. Focus groups and interviews were facilitated by trained researchers with no prior relationship with the students or patient actors, transcribed and analysed using Braun and Clarke’s six-phase inductive thematic analysis in NVivo (3) . Ethical approval was received from King’s College London (LRS/DP-24/25-46586; MRA-24/25-48479). 17 students across three focus groups and 5 patient actors participated. Overlapping and distinct perspectives from students and actors were generated across five themes. 1) Appropriateness and fit for learning context: students valued the immersive perspective of POV recordings over conventional room-based recording method, enhancing relevance for dietetic practice. 2) Technical and usability issues: both groups reported challenges with device comfort, stability, and camera angle, although actors generally found the device soon “just became part of the role.” 3) Reflective learning value: recordings were viewed as enhanced reflection and were particularly beneficial for developing awareness of non-verbal behaviours such as body language, empathy, and patient-centred communication. 4) Authenticity of simulation: actors reported minimal disruption to role-play, though some noted increased student self-consciousness. 5) Implementation considerations: both groups recommended structured orientation, ergonomic refinements, and clear guidance on data use to optimise acceptability and sustainability. This study demonstrates that POV video feedback is a feasible and pedagogically valuable approach for enhancing communication skills in dietetics education. Dual student and patient actor’s perspectives capture relational and non-verbal elements often overlooked in traditional feedback approaches, supporting students’ self-reflection and empathy development. However, technical and ergonomic refinements, alongside early integration and clear data governance, are essential for wider adoption. The findings contribute novel insights into simulation-based dietetic education and highlight POV technology as a promising approach for strengthening communication skill training prior to clinical placements.