Objective　To put forward the teaching improvement direction and promote homogeneous training by analyzing the assessment results of the trainees having the training of cardiopulmonary resuscitation (CPR) in three hospitals like Beijing Children's Hospital

and identifying related influencing factors. Methods　From August 27 to September 27

2020

students and teachers who participated in the standardized teaching of CPR in three hospitals were included in the study. The teaching process followed the international unified standard curriculum plan for basic life support implementer. The teaching effect was evaluated by written examination

single-person CPR

automatic external defibrillator (AED) skill test and student satisfaction surveys on the team CPR training effect. SPSS 20.0 was used to analyze the differences between groups

and logistic regression analysis was used to find out the factors affecting the assessment results. Results Twenty-five teachers from three children's hospitals gave lessons for 27 times

and 154 students completed the training and assessments. Among them

144 passed the written examination

accounting for 93.5%

while 130 passed the single-person CPR+AED skill test at one time

accounting for 84.4%. There were significant differences in the results of written examination and skill test among students from these three hospitals (P<0.05). Multivariate analysis showed that the professional title of the students and the experience of the teachers affected the scores of the skill test. There were regional differences in students' identities

positions and professional titles

but their learning needs for team CPR were the same

accounting for 44.8%

which was higher than that of single skills. A percentage of 94.8% students believed that the ability of closed-loop communication was an important factor in team CPR

and 74.7% students were satisfied with the teaching effect of this skill in class. Conclusion　At present

measures such as dual lecturer system and separation of teaching and examination should be taken to ensure the implementation of standardized teaching. Through standardized quantitative assessment

the quality of training can be ensured and the training effect of CPR homogenization can be realized. Each training center should also improve the teaching level of efficient team CPR to promote the improvement of post competency for medical staff.