Cardiopulmonary resuscitation (CPR) is a complex medical task that requires technical skills (TS) as well as non-technical skills (NTS). In medical education, CPR training focuses on teaching TS, although research has indicated that poor NTS are often the reason for medical errors. The aim of the present study was thus to investigate the effects of training on medical students’ NTS performance. 80 medical students participated in an experimental design. The control group took part in traditional CPR training that focuses on TS. The experimental group participated in CPR training that addressed NTS and emphasised learning from errors. The results revealed significantly higher ratings in all NTS for the experimental group, indicating that NTS can be trained effectively. Using videos as instructional means to pinpoint errors in NTS increases students’ CPR performance and they appear to learn from errors. A time-efficient intervention in medical education is enough to make a difference.