OBJECTIVES/HYPOTHESIS: To assess the current state of mentorship in otolaryngology residency. STUDY DESIGN: Internet-based anonymous survey of chief residents in otolaryngology residency. METHODS: Nonidentifying demographic information, career plans, and general questions about residency experience were queried. Participants were asked to rate their mentorship experience in general and specifically with regard to research, personal quality of life, and career preparation. Responses were scored using a five-point ordinal Likert scale, with higher scores representing more favorable responses. RESULTS: The survey was completed by 47 (17.2%) respondents. Eighteen respondents (38%) were assigned an official faculty mentor, and 23 respondents (49%) were assigned a research mentor during their residency. Thirty-nine respondents (83%) reported receiving meaningful mentorship from faculty who were not officially assigned mentors. Overall, 18 respondents (38%) were neutral or not satisfied with the mentorship they received during residency. Statistically significant higher scores were noted for mentorship in career preparation (median, 4) versus mentorship in research (median, 4; P < .001) and resident quality of life (median, 3; P < .001). Lower scores were noted for availability of mentorship in preparation for a career in private practice versus academic medicine (median, 4 vs. 5; P < .001). Residents who were officially assigned mentors reported statistically significant higher scores with regard to satisfaction with the overall mentorship experience (median, 4 vs. 3; P = .05) and different aspects of mentorship in career preparation and research training. CONCLUSIONS: The current study reveals variability in the mentorship experience in otolaryngology residency. Potential deficiencies may exist, including absence of formal mentorship in some residency programs. Increased attention to mentorship, especially with regard to research, career preparation, and quality of life may improve the overall residency experience.
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机译：目的/假设：评估耳鼻喉科住院医师的指导现状。研究设计：基于互联网的耳鼻喉科住院医师主要住院医师匿名调查。方法：询问无法识别的人口统计信息，职业计划以及有关居住经验的一般性问题。要求参与者对他们的指导经历进行总体评分，尤其是关于研究，个人生活质量和职业准备方面的指导经历。使用五点序的李克特量表对反应进行评分，分数越高表示反应越好。结果：这项调查由47（17.2％）位受访者完成。 18位受访者（38％）被分配为正式的教师指导，23位受访者（49％）被分配为居住期间的研究指导。三十九名受访者（83％）报告称，他们接受了来自教师的有意义的指导，而这些教师并未得到正式分配。总体而言，有18位受访者（38％）对居住期间获得的指导持中立或不满意的态度。在职业准备中的指导水平（中位数为4）与在研究中的指导水平（中位数为4; P <.001）和居民生活质量（中位数为3; P <.001）相比，统计上的得分更高。在为私人执业而不是学术医学职业做准备的过程中，指导的可用性较低（中位数，4 vs. 5; P <.001）。正式分配了导师的居民报告称，他们对总体导师经历的满意度（中值，4 vs. 3; P = .05）以及职业准备和研究培训中不同方面的指导，均具有统计学上的较高得分。结论：目前的研究揭示了耳鼻喉科住院医师的指导经验的可变性。可能存在缺陷，包括某些居住计划中没有正式的指导。对导师制的更多关注，尤其是在研究，职业准备和生活质量方面，可能会改善总体居住体验。
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