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Airway management is essential in emergency and surgical medicine, ensuring ventilation and oxygenation in patients who cannot maintain their own airway. Clinicians use a range of techniques and devices to secure the airway, depending on the patient’s condition and the clinical context. Key methods include endotracheal intubation, rapid sequence intubation (RSI), supraglottic airway devices, and advanced visualization aids. In cases where these approaches fail, surgical airway interventions are...
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Updated: Jun 14, 2026

Learning Modern Laryngeal Surgery in a Dissection Laboratory
07:30

Learning Modern Laryngeal Surgery in a Dissection Laboratory

Published on: March 18, 2020

Mentoring in otolaryngology training programs.

Richard K Gurgel1, Bradley A Schiff, John H Flint

  • 1Department of Otolaryngology-Head and Neck Surgery, University of Iowa, Iowa City, IA 52242, USA. Richard-gurgel@uiowa.edu

Otolaryngology--Head and Neck Surgery : Official Journal of American Academy of Otolaryngology-Head and Neck Surgery
|March 23, 2010
PubMed
Summary
This summary is machine-generated.

Otolaryngology residents find mentoring important for training. Formal mentoring programs are recommended for otolaryngology residency programs to improve resident education and career development.

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Last Updated: Jun 14, 2026

Learning Modern Laryngeal Surgery in a Dissection Laboratory
07:30

Learning Modern Laryngeal Surgery in a Dissection Laboratory

Published on: March 18, 2020

Area of Science:

  • Medical Education
  • Otolaryngology Training
  • Graduate Medical Education

Background:

  • Accreditation Council for Graduate Medical Education emphasizes outcome-based training.
  • Mentoring is crucial for resident education, but its status in otolaryngology is unknown.

Purpose of the Study:

  • To assess the current state of mentoring in otolaryngology training programs.
  • To understand otolaryngology residents' perceptions of mentoring.

Main Methods:

  • A cross-sectional online survey was distributed to U.S. otolaryngology residents and program directors.
  • Response rates were 27.7% for residents and 37.9% for program directors.

Main Results:

  • Only 26 programs had formal mentoring; 45 did not. 51% of male and 49% of female residents had mentors.
  • Key mentor traits included personality match and clinical role modeling; race, gender, and age were least important.
  • 80% of residents without mentors cited the lack of a formal program as the reason.

Conclusions:

  • Residents view mentoring as important for their professional development.
  • Formal mentoring programs should be integrated into otolaryngology residency curricula.