Background This study seeks to assess the impact of a Delphi-validated educational video on improving comprehension of predatory journals among medical students and residents. Methodology Participants completed pre-video (11 questions) and post-video (19 questions) questionnaires on the same day after viewing our Delphi-validated video, with a subsequent follow-up assessment 30 days later (19 questions). Each of the three assessments included a core set of questions focused on predatory journals. Additionally, both post-video assessments incorporated the EDUCATOOL questionnaire. Results A total of 64 participants completed the survey (from a total of 83), including 51 medical students (79.6%) and 13 residents (20.3%). Analyses using Wilcoxon tests indicated that self-perceived knowledge increased from pre- to post-video (4 vs 8, p < 0.0001) and remained stable at 30 days (8 vs 7, p = 0.38). A similar trend was seen in assessment scores, with the Total Score increasing (7 vs 14.5, p < 0.0001) and sustaining at 30 days (14.5 vs 13, p = 0.92). The video received consistently high ratings across both EDUCATOOL questionnaires, with participants finding it highly relevant, engaging, and satisfactory. Conclusion Our Delphi-validated video enhances understanding of predatory journals and could complement U.S. NIH training guidelines.