Otolaryngology training programs: Resident and faculty perception of the mentorship experience

Lin, Sandra Y.; Laeeq, Kulsoom; Malik, Adeel; Varela, David A. Diaz Voss; Rhee, John S.; Pillsbury, Harold C.; Bhatti, Nasir I.

doi:10.1002/lary.24043

Cited by 25 publications

(40 citation statements)

References 19 publications

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“…Like in many other medical specializations [14–17], it is common to assign a mentor to a CM and ID trainee. The successful mentoring program has been linked to several beneficial outcomes for trainees, such as improved career satisfaction [14].…”

Section: Discussionmentioning

confidence: 99%

A large survey among European trainees in clinical microbiology and infectious disease on training systems and training adequacy: identifying the gaps and suggesting improvements

Yusuf

Ong

Martín-Quirós

et al. 2016

Eur J Clin Microbiol Infect Dis

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The purpose of this investigation was to perform a survey among European clinical microbiology (CM) and infectious disease (ID) trainees on training satisfaction, training tools, and competency assessment. An online, anonymous survey in the English language was carried out between April and July 2015. There were 25 questions: seven in a 5-point Likert scale (1: worst scenario, 5: best scenario) and the remainder as closed multiple-choice questions in five areas (satisfaction, adequacy, system, mentorship, and evaluation of training). Included were 419 respondents (215 CM, 159 ID, and 45 combined CM/ID) from 31 European countries [mean age (standard deviation) 32.4 (5.3) years, 65.9 % women]. Regarding satisfaction on the training scheme, CM and ID scored 3.6 (0.9) and 3.2 (1.0), respectively. These scores varied between countries, ranging from 2.5 (1.0) for Italian ID to 4.3 (0.8) for Danish CM trainees. The majority of respondents considered training in management and health economics inadequate and e-learning and continuing medical education programs insufficient. Many trainees (65.3 % of CM and 62.9 % of ID) would like to have more opportunities to spend a part of their training abroad and expected their mentor to be more involved in helping with future career plans (63.5 % of CM and 53.4 % of ID) and practical skills (53.0 % of CM and 61.2 % of ID). Two-thirds of the respondents across the specialties agreed that a European exam should be developed, but half of them thought it should not be made mandatory. This survey shows high heterogeneity in training conditions in European countries, identifies perceived gaps in training, and suggests areas for improvements.Electronic supplementary materialThe online version of this article (doi:10.1007/s10096-016-2791-9) contains supplementary material, which is available to authorized users.

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Section: Discussionmentioning

confidence: 99%

A large survey among European trainees in clinical microbiology and infectious disease on training systems and training adequacy: identifying the gaps and suggesting improvements

Yusuf

Ong

Martín-Quirós

et al. 2016

Eur J Clin Microbiol Infect Dis

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“…26 Furthermore, in a survey of residents and faculty members regarding the mentorship in the program, 98% of residents had an approachable mentor to provide constructive criticism and guidance. 27 Our study has limitations inherent to the NSQIP database including inability to control for patientspecific characteristics not captured in the database or comment on complications that occur after 30 days postoperatively. Additionally, this is the largest analysis of microvascular reconstruction and the July effect, mortality is a rare complication, and a larger cohort may be required to detect small differences.…”

Section: Discussionmentioning

confidence: 99%

“…For example, within the otolaryngology community, simulation training is a rich area of research, with over 64 published simulators, and academic programs should continue incorporating it into residency programs . Furthermore, in a survey of residents and faculty members regarding the mentorship in the program, 98% of residents had an approachable mentor to provide constructive criticism and guidance …”

Section: Discussionmentioning

confidence: 99%

The “July effect”: Outcomes in microvascular reconstruction during resident transitions

et al. 2019

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Objectives/Hypothesis To evaluate the “July effect,” as a possible risk factor for perioperative complications in otolaryngology microvascular reconstruction during the transitional period in the academic calendar. Study Design Retrospective database review. Methods Microvascular reconstruction outcomes in the National Surgical Quality Improvement Program (2005–2016) database were compared between the first academic quarter (July–September) to the last academic quarter (April–June). The primary outcome was 30‐day morbidity, and secondary outcomes included 30‐day mortality, operative complications, or postoperative adverse events. Results There were 612 and 580 patients who underwent microvascular reconstruction during the first and last academic quarters, respectively. There was no significant difference between the 30‐day mortality between the first academic quarter (1.5%) and the last academic quarter (0.7%) (P = .194). There was no difference in 30‐day morbidity (47.9% vs. 49.5%, P = .586), operative complications (wound disruption, P = .151; bleeding, P = .526; operative time, P = .162), or postoperative adverse events (deep vein thrombosis, P = .460; pneumonia, P = .737; reintubation, P = .201; pulmonary embolism, P = .452; ventilation for >48 hours, P = .769; acute renal failure, P = .500; urinary tract infection, P = .693; unplanned readmission, P = .202; and mean length of stay, P = .497). Conclusions There appears to be no July effect in microvascular reconstruction. Further studies should identify the mechanisms that preserve the safety of this operation year‐round for application to other areas of medicine who have observed the July effect. Level of Evidence NA Laryngoscope, 130:893–898, 2020

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“…8,9 Training has been advocated for, but not systematically studied, as part of residency programs. 3,11,12 Review of this research informed the approach taken in our program, which used training, voluntary mentors, and substantial resident investment to establish matches. We anticipated that some residents would not participate or be unable to find a match.…”

Section: Discussionmentioning

confidence: 99%

“…2,3,5,[7][8][9][10] Additionally, adequate training of mentors is important and often overlooked. 3,11,12 We designed a mentorship program in an internal medicine residency program that emphasized mentoring relationship quality. We surveyed residents to assess mentorship received and compare it with previous informal mentoring relationships.…”

Section: Introductionmentioning

confidence: 99%

Results of a Formal Mentorship Program for Internal Medicine Residents: Can We Facilitate Genuine Mentorship?

Cohee¹,

Koplin²,

Shimeall³

et al. 2015

Journal of Graduate Medical Education

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Background Mentorship programs are perceived as valuable, yet little is known about the effect of program design on mentoring effectiveness. Intervention We developed a program focused on mentoring relationship quality and evaluated how subsequent relationships compared to preexisting informal pairings. Methods Faculty members were invited by e-mail to participate in a new mentoring program. Participants were asked to complete a biography, subsequently provided to second- and third-year internal medicine residents. Residents were instructed to contact available mentors, and ultimately designate a formal mentor. All faculty and residents were provided a half-day workshop training, written guidelines, and e-mails. Reminders were e-mailed and announced in conferences approximately monthly. Residents were surveyed at the end of the academic year. Results Thirty-seven faculty members completed the biography, and 70% (26 of 37) of residents responded to the survey. Of the resident respondents, 77% (20 of 26) chose a formal mentor. Of the remainder, most had a previous informal mentor. Overall, 96% (25 of 26) of the residents had identified a mentor of some kind compared to 50% (13 of 26) before the intervention (P < .001), and 70% (14 of 20) who chose formal mentors identified them as actual mentors. Similar numbers of residents described their mentors as invested in the mentorship, and there was no statistical difference in the number of times mentors and mentees met. Conclusions Facilitated selection of formal mentors produced relationships similar to preexisting informal ones. This model may increase the prevalence of mentorship without decreasing quality.

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Otolaryngology training programs: Resident and faculty perception of the mentorship experience

Abstract: Mentees are generally satisfied with the mentoring they receive, while most mentors are not satisfied with the time they have to provide mentorship. Further insights into differences in faculty and trainee perceptions may improve the mentorship experience.

Cited by 25 publications

References 19 publications

A large survey among European trainees in clinical microbiology and infectious disease on training systems and training adequacy: identifying the gaps and suggesting improvements

A large survey among European trainees in clinical microbiology and infectious disease on training systems and training adequacy: identifying the gaps and suggesting improvements

The “July effect”: Outcomes in microvascular reconstruction during resident transitions

Results of a Formal Mentorship Program for Internal Medicine Residents: Can We Facilitate Genuine Mentorship?

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