Objective To explore the effect of scenario simulation teaching method in the training of cardiopulmonary resuscitation (CPR) for junior surgical residents. Methods 133 junior residents(working life <3 years) in the author's hospital rotating Cardiac Surgery department were chosen and separated into control group(n= 65) and the observation group(n=68); the control group adopted the traditional classroom teaching method: Teacher explanation-Demonstration-student practice-teacher counseling

the observation group adopted scenario simulation teaching method: Teacher explanation-Demonstration-student practice-teacher counseling- scenario simulation. Before and after training

two groups both received the CPR theory and the two-person operation assessment

comparing the assessment score differences before and after the training

in group and between groups. Results There was no statistically significant difference in the demographic characteristics of the two groups.The assessment scores of CPR theory and operation were improved in both groups after training

and there were significant differences of the pre and post training scores in group also(p=0.000<0.01). There were no statistically significant differences between the CPR theory and operation assessment scores between the two groups before training (P >0.05); compared with the scores of CPR operation between the two groups after training

the observation group [(84.62±3.94)] was significantly higher than the control group [(79.68±5.45)]

there were significant statistical differences (p= 0.000<0.01)

while there was no statistically significant difference in CPR theory assessment scores between the two groups (P >0.05). Conclusions Both traditional classroom teaching and scenario simulation teaching methods can improve the CPR theory and skill level of the surgical junior resident

but the scenario simulation teaching method is better than the traditional classroom teaching method in improving the CPR performance of trainees.