【】 objective To explore the application of new-type Cardio-Pulmonary Resuscitation (CPR) marking table in CPR teaching and assessment of new students. Method The students were divided into five-year group and four-year group based on different cultivation durations; the five-year group received conventional teaching while the four-year group received targeted emphasis teaching on that basis. The assessment of both groups applied this marking table to compare average score

failure rate

full mark rate and error rate of 13 operations in marking table between the two groups. Result The four-year group was higher than five-year group in average score and full mark rate (t=3.118

P=0.002;x2=26.798

P=0.000)

but it was lower than five-year group in failure rate (x2=14.159

P=0.000)

the difference was statistically significant. The error rate of 9 operations in five-year group

including site installation assessment (x2=44.764

P=0.000)

calling for help (x2=8.854

P=0.003)

press part (x2=10.236

P=0.001)

press depth (x2=140.775

P=0.000)

press interruption<10S(x2=7.377

P=0.007)

opening airway (x2=20.209

P=0.000)

twice effective artificial respiration (x2=37.669

P=0.000)

evaluation (x2=20.898

P=0.000) and humanistic care (x2=45.673

P=0.000)

were higher than that in four-year group; the difference of error rate of 4 operations between two groups was not statistically significant

including recognizing sudden cardiac arrest (x2=3.316

P=0.069)

press frequency (x2=0.234

P=0.629)

full resilience (x2=0.18

P=0.671) and press point movement (x2=3.614

P=0.057). Conclusion The new-type CPR marking table objectively reflects students’ operation

summarizes operation errors and gives feedback of guidance teaching

so it is applicable for mass assessment with convenient use and less teaching load.