• Xiao-Ping Wang, S Mok Martin, Ya-Lan Li, Jian Chen, and Ya-Ming Zhang.
• Department of Anesthesiology, First Affiliated Hospital of Jinan University, Guangzhou 510632, China. txp2938@jnu.edu.cn
• Zhonghua Yi Xue Za Zhi. 2008 Jun 17; 88 (23): 1651-3.

ObjectiveTo evaluate the teaching effects of emergency care simulator (ECS) combined with problem-based learning (PBL) in teaching of cardiopulmonary resuscitation (CPR).Methods42 medical students were randomly divided into 2 equal groups, control group receiving PBL and training of specific operation such as artificial respiration, external cardiac compression, tracheal intubation, and defibrillation, and ECS group receiving ECS training in addition. Then test was given to record the scores in artificial respiration. A questionnaire survey was conducted to collect the feedback.ResultsThere were no significant differences in the scores of artificial respiration, external cardiac compression, tracheal intubation, and defibrillation between the 2 groups (all P > 0.05). There were significant differences between the Control group and the ECS group (P < 0.05). The percentages of students with enhanced emergency awareness, emergency skill, team spirit and cooperative effort, with improved analytic skill in clinical setting and in amalgamating the theoretic learning with textbook knowledge and clinical practice were all higher in the ECS group than in the control group (all P < 0.05). More than 86% of the students considered that there was significant difference between these two groups.ConclusionUsing ECS combined with PBL in teaching CPR technique directly involves the medical students in "emergency practice", resolving of "all sorts of problems", enhancing emergency awareness, and emergency skill. It can improve teaching quality significantly that is in accordance with the development of modern medicine.

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