Mentorship in otolaryngology residency: The resident perspective

Hsu, Amy K; Tabaee, Abtin; Persky, Mark S.

doi:10.1002/lary.20858

Cited by 22 publications

(39 citation statements)

References 15 publications

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“…Although this measure differed significantly between our residents and those studied by Golub et al, 22 Although mentoring has been gaining attention, 23,24,36 to our knowledge, the current study is the first to quantify how many osteopathic otolaryngology residents have a Emotional exhaustion, depersonalization, and personal accomplishment were scored as subscales on the Maslach Burnout Inventory-Human Services Survey. b The depersonalization and personal accomplishment subscales could not be calculated for 1 respondent because of incomplete responses to some questions.…”

Section: Discussionmentioning

confidence: 58%

“…23,24,36 Most otolaryngology residents are not assigned an official mentor, and the vast majority find mentors without a formal assignment. 36 Gurgel et al 24 reported that up to 69% of otolaryngology residency programs lack assigned mentors and that 89% of residents surveyed reported that mentoring was important or critical to their training; they found a significant correlation between small program size and a lack of formal mentoring. Another study showed that nearly all orthopedic surgery residents surveyed thought mentoring should be part of residency, and there was a significant increase in satisfaction when these residents were allowed to select a mentor.…”

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confidence: 99%

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Burnout Among Osteopathic Otolaryngology Residents: Identification During Formative Training Years

Yost¹,

Johnson²,

Johns³

et al. 2014

Journal of Osteopathic Medicine

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To our knowledge, the current study is the first to quantify burnout among osteopathic residents, and our findings suggest that osteopathic residents have lower rates of burnout than allopathic residents. Osteopathic residents reported lower rates of low PA, increased hours of sleep, and decreased overall work hours. Further study of the relationship between mentoring and decreased burnout is needed.

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Section: Discussionmentioning

confidence: 58%

mentioning

confidence: 99%

Burnout Among Osteopathic Otolaryngology Residents: Identification During Formative Training Years

Yost¹,

Johnson²,

Johns³

et al. 2014

Journal of Osteopathic Medicine

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“…Hsu and colleagues reported implementation of a formalized mentoring program for otolaryngology residents and noted that successful implementation was often limited by time restrictions of the resident and faculty member, by lack of structure, and by loose monitoring of the relationship. 6 Initial challenges with the IPTeC mentor program included insufficient communication between IPTeC participants and the committee regarding the frequency or content of mentor-mentee interactions. As a result, the committee implemented two liaison positions.…”

Section: Discussionmentioning

confidence: 99%

Teaching Certificate Program Participants’ Perceptions of Mentor-Mentee Relationships

Sheehan

Gonzalvo

Ramsey

et al. 2016

American Journal of Pharmaceutical Education

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Objective. To assess teaching certificate program (TCP) participants' perceptions of mentor-mentee relationships. Methods. A 15-item survey instrument was administered to all 2014-2015 participants of the Indiana Pharmacy Teaching Certificate (IPTeC) program. Results. One hundred percent of IPTeC program participants (83/83) responded to the survey. The majority of participants indicated that having a professional mentor was either very important (52%) or important (47%) to their professional development and preferred to choose their own professional mentor (53%). Mentor characteristics rated as highly important by mentees included having similar clinical practice interests (82%), having similar research interests (66%), and being available to meet face-to-face (90%). Age, race, and gender of the mentor were not rated by mentees as important. Conclusion. Teaching certificate program participants place high importance on having a professional mentor. Mentorship of pharmacists completing TCPs should be a priority for current pharmacy faculty members so adequate guidance is available to future pharmacy educators.

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“…During residency, mentoring is viewed as beneficial for career planning, specialty selection, and most notably, the pursuit of academic careers [8,12-16]. However, prior studies indicate that a large proportion of residents lack mentors [13,15].…”

Section: Introductionmentioning

confidence: 99%

Mentorship and pursuit of academic medicine careers: a mixed methods study of residents from diverse backgrounds

et al. 2014

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BackgroundMentorship influences career planning, academic productivity, professional satisfaction, and most notably, the pursuit of academic medicine careers. Little is known about the role of mentoring in recruiting Black/African American and Hispanic/Latino residents into academia. The objective of this study was to assess the influence of mentoring on academic medicine career choice among a cohort of racially and ethnically diverse residents.MethodsA strategic convenience sample of U.S. residents attending national professional conferences between March and July 2010; residents completed a quantitative survey and a subset participated in focus groups.ResultsOf the 250 residents, 183 (73%) completed surveys and 48 participated in focus groups. Thirty-eight percent of residents were white, 31% Black/African American, 17% Asian/other, and 14% Hispanic/Latino. Most respondents (93%) reported that mentorship was important for entering academia, and 70% reported having sufficient mentorship to pursue academic careers. Three themes about mentorship emerged from focus groups: (1) qualities of successful mentorship models; (2) perceived benefits of mentorship; and (3) the value of racial/ethnic and gender concordance. Residents preferred mentors they selected rather than ones assigned to them, and expressed concern about faculty using checklists. Black/African American, Hispanic/Latino, and female residents described actively seeking out mentors of the same race/ethnicity and gender, but expressed difficulty finding such mentors. Lack of racial/ethnic concordance was perceived as an obstacle for minority mentees, requiring explanation of the context and nuances of their perspectives and situations to non-minority mentors.ConclusionsThe majority of residents in this study reported having access to mentors. However, data show that the lack of diverse faculty mentors may impede diverse residents’ satisfaction and benefit from mentorship relationships compared to white residents. These findings are important for residency programs striving to enhance resident mentorship and for institutions working to diversify their faculty and staff to achieve institutional excellence.

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Mentorship in otolaryngology residency: The resident perspective

Cited by 22 publications

References 15 publications

Burnout Among Osteopathic Otolaryngology Residents: Identification During Formative Training Years

Burnout Among Osteopathic Otolaryngology Residents: Identification During Formative Training Years

Teaching Certificate Program Participants’ Perceptions of Mentor-Mentee Relationships

Mentorship and pursuit of academic medicine careers: a mixed methods study of residents from diverse backgrounds

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