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The objective of the present study was to design and evaluate a novel, ‘blended learning’ approach to the teaching of paediatric resuscitation to medical students.Participants were recruited from the Graduate Medical Program at the University of Sydney. The course incorporated an initial e-learning module and a subsequent practical component. The e-learning module taught basic and advanced life support. Students then attended a 90 min practical session, which focussed on team work and the psychomotor components of resuscitation. Improvement in knowledge was measured by a multiple choice question (MCQ) test. The MCQ was completed prior to beginning the whole course, after completion of the e-learning module and again at follow up 8 months later. Students also completed an evaluation survey.Twenty-one students participated. There was a significant objective increase in knowledge from pre-course to post e-learning scores, median scores (interquartile range) from 12/23 (10.5 to 13.5) to 21/23 (20 to 22.5), P < 0.001. This significant increase in knowledge was still apparent at follow up 8 months later. Median MCQ score at follow up was 17/23 (14 to 18.5), P < 0.002. Students self-rated significant improvements in their knowledge, confidence and ability to perform basic and advanced life support for the whole course and between individual components (P < 0.001).A novel paediatric resuscitation course for medical students was developed and evaluated. This demonstrated significant objective improvements in student knowledge throughout the course, at course completion and at 8 month follow up. There were also significant subjective improvements in knowledge, confidence and ability to perform paediatric resuscitation.