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We hypothesized that non-surgeon, Negative Pressure Wound Therapy (NPWT) naïve participants would better identify device functions and troubleshoot failures after being exposed to a video curriculum (VC) compared to similar participants exposed to clinical practice guidelines (CPGs). VC and critical action step development was followed by randomization of 115 non-surgical, NPWT naïve participants into either the CPG or VC study groups. Participants individually identified components of the NPWT system and then worked as a team to troubleshoot three scenarios on an in vivo porcine model. VC participants better identified all NPWT components and functions (p ​< ​0.001), demonstrated correct cannister attachment (p ​< ​0.001) and performed a seal check (p ​< ​0.001). VC teams performed more critical action steps in the leak (p ​= ​0.011) and obstruction (p ​= ​0.001) scenarios. In post-event surveys, participants were more likely to find the VC easy to use and informative and were likely to recommend the videos to a colleague (p ​= ​0.008, p ​= ​0.019, p ​= ​0.02). VC participants demonstrated improved competency in individual NPWT component identification and team-based troubleshooting of NPWT failures. This VC represents an effective alternative to existing CPGs. •Video curriculum provides more thorough instruction regarding negative pressure wound therapy device functions.•Video curriculum instruction resulted in better troubleshooting of multiple aspects of negative pressure wound therapy care.•Users of the video curriculum would recommend the videos to colleagues.•Video instruction does not replace thorough in-person, hands-on training.