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experience. This direct comparison is useful in identify ing weaknesses and misperceptions in the relationship and correcting them. One of the limitations of our study is a small sam ple size. Additional limitations include survey design, which may have failed to capture negative mentorship experiences and potential reasons for any such experien ces. Future studies should include a larger sample size, and mechanisms designed to capture and better identify negative mentorship interactions. In addition, future studies should examine the impact of mentorship pro grams as far as mentor/mentee satisfaction and contri bution to well-being and productivity of the mentee. CONCLUSION This study evaluated both the mentor and mentee side of the same experience in otolaryngology training programs. Overall, there was agreement on most aspects of mentorship from the mentee and mentor perspective. However, while mentees felt that they were being given enough time by their mentors, faculty felt that time restrictions impacts their ability to provide mentorship. Mentors felt formal mentorship training would improve their mentorship skills. The overall mentorship experi ence in the surveyed programs was noted as positive and beneficial by both mentors and mentees. BIBLIOGRAPHY 1. Standing Committee on Postgraduate Medical and Dental Education. Sup porting Doctors and Dentists as Work: An Inquiry into Mentoring. Lon don, UK: SCOPME;1998. 2. Halstead W. The training of the surgeon. Bull Johns Hopkins Hosp 1904;15:267–275. 3. Patel AM, Warre O, Ahmed K, Humphris P, Abbasi S, et al. How can we build mentorship in surgeons of the future? ANZJSurg 2011;81:418–424.

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Laryngoscope 123: August 2013

Lin et al.: Otolaryngology Training Mentorship

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