Otolaryngologists, as specialists, are compelled to be efficient researchers in order to provide superior care to their patients. On a daily basis we encounter complex clinical scenarios that require us to formulate diagnostic differentials (i.e., hypotheses), plans of investigation (i.e., study design), and acquire and integrate clinical information from a variety of sources (i.e., data analysis) in order to formulate diagnoses and treatment plans. Characteristically, we rely on the available body of knowledge, be it our own, our colleagues' personal experiences, case reports, prospective studies, etc. Inherent to utilizing this information is the ability to objectively understand and evaluate the applicability and reliability of this body of knowledge to the relevant scenario.

With this in mind, the goal of the research rotation is not to create physician-scientists who will devote a substantial portion of their careers to "bench-top" research. Although the six-month duration of this rotation may not be sufficient for that purpose, it may stimulate the resident into pursuing additional research training through a fellowship. The fundamental goal of the research rotation is to empower the resident with skills that will facilitate a clinician specialist's day-to-day activities. These skills include the appreciation of how research studies are designed, the ability to evaluate and critically analyze research findings and effective utilization of resources (i.e., Online databases, institutional support services, etc.).

The ideal research project for a research rotation is one that the resident can be involved in from inception to publication. It is, of course, understandable that a beginning-to-end involvement is not always feasible. In the past, some projects have required the participation of multiple residents to reach their final goal.