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Medical students often lack clear roles during resuscitation attempts, feeling marginalized despite participation. Enhanced training and simulation are recommended to improve their confidence and patient care during emergencies.

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Area of Science:

  • Medical Education
  • Emergency Medicine
  • Resuscitation Science

Background:

  • Basic life support (BLS) training offers limited instruction on medical students' roles during resuscitation.
  • There is a scarcity of research on trainee perceptions of resuscitation teams.

Purpose of the Study:

  • To describe the experiences and perceptions of medical students during resuscitation attempts.
  • To identify gaps in understanding and feelings of inclusion within resuscitation teams.

Main Methods:

  • A survey was administered to clinical third-year medical students (MS3s) and incoming interns (PGY1s).
  • Survey items addressed prior BLS education, knowledge, and perceptions/experiences during resuscitation.

Main Results:

  • Over half of MS3s felt confident with compressions but few knew the correct rate (16%).
  • While 74% of MS3s participated in a resuscitation, only 16% felt essential; many felt awkward (45%) or marginalized (29%).
  • Incoming interns reported similar feelings, with 37% understanding their role versus 57% of MS3s.

Conclusions:

  • Most students participate in resuscitations but lack role clarity, feel excluded, and experience negative emotions.
  • Explicit role training and expanded resuscitation simulations are suggested to boost student confidence and patient care.