Academic Attributes and Institutional Characteristics of U.S. Otolaryngology-Head &amp; Neck Surgery Residency Program Directors

doi:10.1177/00034894261501326

DOI: 10.1177/00034894261501326 ISSN: 0003-4894

Academic Attributes and Institutional Characteristics of U.S. Otolaryngology-Head & Neck Surgery Residency Program Directors

Pooja D. Reddy, Brandon Aguilar, Anthony J. Tang, Micah Harris, Rachel Whelan, Jessica H. Maxwell, Noel Jabbour

Objective:

To characterize the academic attributes and appointment patterns of current U.S. Otolaryngology-Head and Neck Surgery residency program directors (PDs).

Study design:

Cross-sectional analysis accredited Otolaryngology-Head and Neck Surgery residency programs in the United States.

Methods:

One hundred and twenty six U.S. otolaryngology program directors were analyzed. Descriptive data, including academic productivity (publications, H-index), gender, NIH funding, and subspecialties, were collected from publicly available sources.

Results:

We found that 63.5% (80/126) of PDs are male, and nearly half (49.2%; 62/126) completed some training at their current institution, while most were later promoted internally after joining the faculty. Advanced degrees (PhD, MBA, MPH) were held by 18.3% (23/126) and were associated with nearly double the publication output (80.0 vs 40.8 publications; P < .01). External hires accounted for 8.3% (10/120) and trended toward higher H-index values (17.4 vs 12.0, P = .25), total publications (94.9 vs 45.4, P = .226), and NIH funding rates (10.0% vs 2.7%, P = .30) than internal hires. The most common subspecialties were Head & Neck Surgery (20.6%; 26/126) and Rhinology (18.3%; 23/126).

Conclusion:

Otolaryngology PDs are often internal hires, with nearly half completing some portion of their training at their current institution. A significant portion of PDs hold additional advanced degrees, which are associated with increased academic productivity. For those considering a career in educational leadership, understanding prevailing academic backgrounds and institutional hiring patterns may help inform career planning.