To evaluate the design and implementation effects of the "Rapid Recognition and Management of Critically Ill Patients" course, and to provide a reference for the improvement of situational simulation teaching in emergency and critical care settings.

All medical staff who participated in thiscourse training in June 2025 were enrolled as study subjects. The course adopted a blended teaching method combining online theoretical selfstudy with offline situational simulation. Multi-dimensional evaluation was conducted through theoretical assessments, skill assessments, and satisfaction surveys regarding the course and instructors.

A total of 142 trainees were enrolled, including 103 clinical postdoctoral fellows (72.5%), 24 standardized training nurses (16.9%), and 15 standardized training resident physicians (10.6%). The mean theoretical examination score was 93.27±6.95, with statistically significant differences among different trainee categories (η²=0.346, 95% CI: 0.241-1.000, P < 0.001). The total skill assessment score was 85.60± 9.27, with relatively lower scoring rates in the management of hemodynamically unstable arrhythmias (82.67%) and ventricular fibrillation (84.03%). No statistically significant difference was observed in skill assessment scores among trainee categories (η²=0.000, 95% CI: 0.000-1.000, P=0.999). At the team level, there was no significant correlation between mean theoretical scores and total skill scores (r=-0.063, 95% CI: -0.455 to 0.350, P=0.771); at the individual level, theoretical scores also showed no significant correlation with skill scores (r=0.056, 95% CI: -0.138 to 0.246, P=0.573). Neither theoretical scores nor skill scores were significantly correlated with course evaluation ratings (ρ=-0.001, 95% CI: -0.165 to 0.199, P=0.993; and ρ=-0.115, 95% CI: -0.283 to 0.070, P=0.246, respectively). Differences in evaluation scores among different instructors were statistically significant (P=0.043).

The course achieved preliminary and favorable training outcomes. Theoretical examination scores, skill assessment scores, and course evaluation ratings were mutually independent, reflecting distinct dimensions of competence and learning experience. It is recommended that theoretical and skill assessments be set as independent passing thresholds, and that targeted training be strengthened in the areas of arrhythmia recognition and ventricular fibrillation management.