Trainees at a resuscitation: a dual liability.

BACKGROUND: During basic life support (BLS) training, medical students receive little instruction on their role during a resuscitation attempt. Research is sparse regarding trainee perceptions of the resuscitation team. This study sought to describe trainee experiences and perceptions of resuscitation teams.

METHODS: Clinical third-year medical students (MS3s) and incoming interns (PGY1s) reported on survey items addressing prior BLS education, knowledge of BLS, and the student's perceptions and experiences during a resuscitation attempt.

RESULTS: Of the 61 third-year medical students surveyed, 72 per cent responded. Over half (51%) of third-year medical students reported feeling confident with their compressions, yet few knew the correct rate of compressions (16%). Nearly three-quarters of the third-year medical students participated in a resuscitation (74%), but only 16 per cent considered themselves an essential member of the resuscitation team. Moreover, almost half (45%) felt awkward during a resuscitation attempt, and nearly one-third (29%) felt marginalised. To contextualise our data, incoming interns were surveyed during their orientation week and 81 per cent responded: one-third (35%) considered themselves essential to the team, over half (64%) felt awkward and nearly one-third (32%) felt marginalised. In addition, many do not understand their role on the resuscitation team: 37 per cent of third-year students versus 57 per cent of incoming interns.

DISCUSSION: Although most students participated in a resuscitation attempt, many students do not understand their role, few felt included on the team and numerous students felt awkward or marginalised. Explicit role training and expanding resuscitation simulation to include the student may increase confidence levels, improving patient care. Medical students receive little instruction on their role during a resuscitation attempt.