Introduction: Online medical education resources are becoming an increasingly used modality and many studies have demonstrated their efficacy in procedural instruction. This study sought to determine whether a standardized online procedural video is as effective as a standard recorded didactic teaching session for chest tube insertion. Methods: A randomized control trial was conducted. Participants were taught how to insert a chest tube with either a recorded didactic teaching session, or a New England Journal of Medicine (NEJM) video. Participants filled out a questionnaire before and after performing the procedure on a cadaver, which was filmed and assessed by two blinded evaluators using a standardized tool. Thirty 4th year medical students from two graduating classes at the Schulich School of Medicine & Dentistry in London, ON were screened for eligibility. Two students did not complete the study, and were excluded. There were 13 students in the NEJM group, and 15 students in the ATLS group. Results: The NEJM group’s average score was 45.2% (±9.6) on the pre-questionnaire, 67.7% (±12.9) for the procedure, and 60.1% (±7.7) on the post-questionnaire. The didactic group’s average score was 42.8% (±10.9) on the pre-questionnaire, 73.7% (±9.9) for the procedure, and 46.5% (±7.5) on the post-questionnaire. There was no difference between the groups on the pre-questionnaire (Δ +2.4%; 95% CI: −5.2, 10.0), or the procedure (Δ −6.0%; 95% CI: −14.6, 2.7). The NEJM group had better scores on the post-questionnaire (Δ +11.15%; 95% CI: 3.7, 18.6). Conclusion: The NEJM video was as effective as video-recorded training for teaching the knowledge and technical skills essential for chest tube insertion. Participants expressed high satisfaction with this modality. It may prove to be a helpful adjunct to standard instruction on the topic.