Introduction:Teaching approach has the main role in quality of education and there are different educational methods for upgrading the quality of Cardiopulmonary Resuscitation (CPR) teaching. The aim of this study was to compare the effect of practical education vs. multimedia methods of  teaching CPR to medical student. 
Materials & Methods:In these semi-experimental study, 51 medical students was enrolled. The medical students are allocated in two different categories, practical education (N=25) and multimedia methods (N=26), randomly. Pre-test and post-test were done in both groups and data were collected by using questionnaire and checklist. Data were analyzed by using simple and paired t-test.
Results:Comparison of the post test results showed that there is a significant difference in the knowledge of cardio-pulmonary arrest diagnosis and the skill of CPR approach, orotracheal intubation modality, and Laryngeal mask airway apply, except the section of electroshock performance. Participants in practical education group were better than multi media group (P-value<0.001). There is a significant difference in pretest and post test results of orotracheal intubation and Laryngeal mask airway applying subjects between participants in two group. Participants in practical education group acquire better marks (P-value<0.001).
Conclusion:The study demonstrates when practical education accompanies theoretical subjects in CPR learning course of medical students, results would be improved in comparison with multimedia teaching approach.