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Peer-reviewedCC BY 4.0The Journal of Laryngology and Otology

Developmental mentoring in otolaryngology: a qualitative study highlighting gaps in understanding and implementation

  • Emma Stapleton1,2
  • Rohma Abrar3
  • Sirat Lodhi4
  • Women in ENT UK5
5 affiliations
  1. 1Manchester Academic Health Sciences Centre, The University of Manchester Faculty of Biology Medicine and Health, UK
  2. 2Department of Otolaryngology, Manchester Royal Infirmary, UK
  3. 3Manchester Royal Infirmary, UK
  4. 4Manchester University NHS Foundation Trust, UK
  5. 5WENTS ENT UK, UK
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Abstract

Introduction: Developmental mentoring is widely advocated within Otolaryngology training, yet programmes are often poorly defined and may not reflect its intended distinction from traditional hierarchical models. This study explored participant understanding of mentoring within a national Otolaryngology mentoring programme.

Methods: Prospective participants completed open-ended questionnaires prior to mentor training. Responses were analysed using grounded theory with iterative coding and constant comparison.

Results: Twenty-seven participants responded. Many identified features consistent with developmental mentoring, including empowerment, goal exploration, reflection and psychological safety. However, there was notable variability in interpretation; some uncertain of the concept, others describing supervision or patronage. Broader personal, professional and value-based elements relevant to Otolaryngology training were also emphasised.

Conclusion: Understanding of developmental mentoring is heterogeneous and often diverges from its intended model. This lack of shared understanding may undermine programme effectiveness and efforts to support the Otolaryngology workforce. Clear definition and participant training are essential for successful implementation.

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Cite

BibTeXRIS
BibTeX
@article{stapleton2026developmental,
  title = {{Developmental mentoring in otolaryngology: a qualitative study highlighting gaps in understanding and implementation}},
  author = {Emma Stapleton and Rohma Abrar and Sirat Lodhi and Women in ENT UK},
  journal = {The Journal of Laryngology and Otology},
  year = {2026},
  month = nov,
  doi = {10.1017/s0022215126105428},
  url = {https://doi.org/10.1017/s0022215126105428},
  note = {CC BY 4.0},
}
RIS
TY  - JOUR
TI  - Developmental mentoring in otolaryngology: a qualitative study highlighting gaps in understanding and implementation
AU  - Emma Stapleton
AU  - Rohma Abrar
AU  - Sirat Lodhi
AU  - Women in ENT UK
PY  - 2026
DA  - 2026/11/06
JO  - The Journal of Laryngology and Otology
DO  - 10.1017/s0022215126105428
UR  - https://doi.org/10.1017/s0022215126105428
AB  - Introduction: Developmental mentoring is widely advocated within Otolaryngology training, yet programmes are often poorly defined and may not reflect its intended distinction from traditional hierarchical models. This study explored participant understanding of mentoring within a national Otolaryngology mentoring programme.  Methods: Prospective participants completed open-ended questionnaires prior to mentor training. Responses were analysed using grounded theory with iterative coding and constant comparison.  Results: Twenty-seven participants responded. Many identified features consistent with developmental mentoring, including empowerment, goal exploration, reflection and psychological safety. However, there was notable variability in interpretation; some uncertain of the concept, others describing supervision or patronage. Broader personal, professional and value-based elements relevant to Otolaryngology training were also emphasised.  Conclusion: Understanding of developmental mentoring is heterogeneous and often diverges from its intended model. This lack of shared understanding may undermine programme effectiveness and efforts to support the Otolaryngology workforce. Clear definition and participant training are essential for successful implementation.
SN  - 0022-2151
SN  - 1748-5460
ER  -