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Editorials |
1 From the Department of Radiology, Hospital of the University of Pennsylvania, 3400 Spruce St, Philadelphia, PA 19104. Received September 22, 2003; revision requested October 27; revision received November 4; accepted November 6. Address correspondence to the author (e-mail: marc.levine@uphs.upenn.edu).
Index terms: Editorials • Radiology and radiologists, research
Most of today’s radiologists entering academic careers are ready to face the challenges of clinical practice as junior attending physicians after a residency and fellowship in their chosen subspecialty. Yet these same individuals may receive little guidance or mentoring from department chairs, section chiefs, or senior colleagues as they begin their careers as academic radiologists. Because of the economic realities of managed health care, junior faculty members must also cope with a decreased amount of dedicated academic time compared with that for those who entered the field 10 or more years ago. The growing shortage of radiologists in academic practice has only exacerbated the plight of junior attending physicians by increasing the demand for clinical productivity at the expense of other academic pursuits.
A small percentage of all academic radiologists are able to obtain government- or industry-funded grants to subsidize their work and guarantee the academic time and resources needed to pursue their research interests. Such grant-driven research is highly regarded by the academic community because of the scientific benefits, financial gains, and prestige it brings to the host institution. In reality, however, most young radiologists who do research at academic medical centers are "clinician scholars," whose academic careers develop without benefit of externally funded research. The purpose of this article is to provide such radiologists with a primer for launching their academic careers in a way that leads to professional fulfillment not only as expert clinicians in their chosen field but also as scientific investigators and teachers.
Options for Academic Radiologist
Junior attending physicians in "academic" radiology have a number of options in the way they balance their research, teaching, and clinical work. This is reflected in the various tracks available at most university medical centers. Although the number and titles of tracks vary from institution to institution, many academic centers have three broad career tracks to choose from. The first is a purely clinical track for those interested in clinical medicine and teaching but not research or other scholarly activities. The second is a "clinician-scholar" or "clinician-educator" track for those interested in clinical medicine, teaching, and research. In this track, academic promotion is based not only on the individual’s performance as a clinician and teacher but also on research and other scholarly activities. Many academic centers allow faculty members in this track to continue indefinitely with an entry-level appointment (eg, assistant professor), but other centers have an "up or out" policy that requires academic promotion within specified time frames as a prerequisite for long-term employment. The third and final track (not available in all academic radiology departments) is a "tenure" track that emphasizes the need for externally funded research and sustained research productivity as prerequisites for academic appointment and promotion.
Some radiologists with little or no interest in research or teaching choose academic practice because of a strong desire to be subspecialists rather than general radiologists. The clinical track at academic medical centers may be a viable option for such radiologists, who often have just completed a focused fellowship in one area of radiology and are anxious to maintain this focus in their clinical work. Other radiologists with little inclination or aptitude for scientific research choose academic practice because of a strong desire to be involved in the radiologic education of trainees at all levels, including medical students, residents, and fellows. Such radiologists may also find the clinical track at academic centers to be an attractive option that allows them to develop reputations as outstanding educators without any requirements for research or other scholarly activities. In this way, they can still have fulfilling careers as clinical subspecialists and teachers in academic radiology.
At the other end of the spectrum, some radiologists have the desire, training, and skills to obtain government- or industry-funded grants that allow them to perform sophisticated research studies requiring monetary support and other resources not ordinarily available within their departments. These radiologists may choose a tenure track in which funded research grants become one of the major measuring sticks for academic appointment and promotion. Although radiologists in the tenure track often receive considerable attention and deserved accolades for their work, it should be recognized that they comprise only a small percentage of all academic radiologists and that most radiologists in academic practice will pursue their careers without any form of external research funding.
Still other radiologists enter academic practice with the express goal of becoming leading experts in their chosen subspecialty through a combination of highly focused clinical activities, teaching, research, and other scholarly activities supported primarily by the department’s clinical earnings. Such radiologists are ideal candidates for a clinician-scholar or clinician-educator track in which clinical excellence, research productivity, and teaching are all prerequisites for academic promotion. In fact, many of the best-known academic radiologists come from this track. Long-term success in the clinician-scholar or clinician-educator track requires a sustained commitment by these individuals and their departments to academic pursuits in their chosen subspecialty. Only then will it be possible to reap the rewards of a productive and fulfilling academic career. This article is intended primarily for these clinician scholars in academic radiology.
Essential Elements of an Academic Radiology Career in a Clinician-Scholar Track
The essential elements of a successful academic radiology career in the clinician-scholar track include research, teaching, other scholarly activities, and clinical work. These subjects therefore will be considered separately in the following sections.
Research
A successful career in academic radiology requires a major commitment to original scientific research. Such research may take the form of retrospective clinical studies of imaging findings or techniques, blinded prospective clinical trials, health sciences research on outcomes or cost-effectiveness of various imaging tests, and basic laboratory research for the development and refinement of new imaging techniques and technologies. Whatever the nature of this work, aspiring academic radiologists must recognize that original scientific research should be the major focus of the first 5–10 years of their career. Although review articles, chapters, pictorial essays, and other invited pieces can provide a considerable ego boost early in the career of junior faculty members and are helpful in the development of skills for critically assessing the literature and learning the state of the art in a chosen subspecialty, it should be recognized that such work does not fulfill their primary mission as scientific investigators and does not necessarily improve their credentials for academic promotion in the absence of original scientific research. Moreover, these chapters and review articles may consume a major portion of their already limited academic time, compromising their ability to be productive researchers. Although section chiefs or other senior faculty members may have the best intentions when they invite junior colleagues to coauthor a chapter or review article, these projects ultimately may be counterproductive for aspiring academicians seeking to establish their niche as scientific investigators. Original scientific research therefore should be the highest priority early in one’s academic career.
Finding a Mentor
The advantages of having a strong mentor are substantial. In smaller departments, the radiology chair personally may have a role in mentoring junior faculty. In larger departments, however, these mentors often will be section chiefs or other senior members of the section who are recognized experts in their subspecialty. Such individuals can provide invaluable advice and guidance to junior colleagues not only about the logistic details for performing original research but also about long-term strategies for advancing their careers as scientific investigators. Because junior attending physicians often lack the experience or perspective to choose appropriate research projects, mentors also have an important role in advising junior faculty members about the best topics for study and, in some cases, supplying original hypotheses or ideas for investigation. As various projects develop, mentors can also help keep the research on track, maintain the scientific and intellectual focus of the work, teach their protégés the nuances of writing and editing scientific abstracts and manuscripts, and advise them about the best choice of venues for presenting and publishing their work.
Even if junior attending physicians choose not to develop a formal faculty-mentor relationship, it is important that one or more senior faculty members in the section are available to serve as sounding boards so that aspiring investigators have the opportunity to bounce their ideas off more experienced senior colleagues in order to gauge whether the proposed research is feasible, whether the study protocol is properly planned, and whether the chosen project has a reasonable chance of achieving its objectives and generating new insights in the area of investigation. As junior attending physicians develop their own research agendas, the knowledge and wisdom of their senior colleagues can be a tremendous asset that they would be foolish to squander.
Collaborating with Colleagues
As mounting clinical demands at many university hospitals lead to dwindling academic time, it becomes increasingly important for junior faculty members to use their time effectively, to develop a team approach that makes the research process more efficient, and to carefully plan and develop their study protocols before beginning the work. Collaboration with other senior members of the section enables the primary investigator to benefit from the knowledge and experience of their colleagues in properly designing and performing these studies while fostering an atmosphere of collegiality and cooperation for the section’s research activities. As every investigator knows, collection of data can be a time-consuming component of any project, so it also behooves junior attending physicians to collaborate with fellows, residents, and even medical students who are a tremendous resource for collecting and analyzing voluminous amounts of data. Such collaborations benefit not only the participating faculty members but also the trainees and medical students, who themselves learn about the research process and become coinvestigators in an original research study (1).
When appropriate, it also is important to collaborate with clinical colleagues in related disciplines (eg, internal medicine, surgery, and pathology) in order to broaden the research focus, facilitate collection and analysis of nonimaging data, and obtain other perspectives about the clinical relevance of the study findings. At the same time, the primary investigator should recognize that coauthorship is not a gift bestowed on colleagues for casual input or advice but rather is earned by their contribution in a substantial way to the conception, design, acquisition, or interpretation of the study data and to the preparation or revision and, ultimately, approval of the final submitted version (2). Junior faculty members therefore need to be familiar with existing guidelines about the criteria for authorship of original scientific papers.
Taking Advantage of Support Services
Junior faculty members should avail themselves of any and all support services that help facilitate the research process. For example, it makes no sense to spend valuable time photographing images for prints or digital reproduction if the department has a photography service available for this purpose. Junior attending physicians with limited word processing skills may also find it easier and faster to dictate a manuscript if an administrative assistant is available to input the document with a current word processing program. For some projects requiring statistical analysis of the data, junior faculty members may also find it helpful to obtain the assistance of professional statisticians in their department or medical center. In essence, radiologists should view their limited academic time as a precious commodity which, whenever possible, should be devoted primarily to the intellectual aspects of their work. However, the reality is that not all departments have equal access to these types of resources (eg, photographers, administrative assistants, statisticians). Depending on individual circumstances, radiologists therefore should strive to learn all of the necessary facets of the research process and to derive satisfaction from all aspects of their work.
In the end, even the most driven and hard-working academic radiologists may find that the physical constraints on their time become the single overriding factor limiting their productivity. Dedicated researchers therefore will realize early on the need to pursue these projects on their own time, including evenings and weekends. Those with a genuine passion for their work will view this commitment not as a burden but rather as a means of increasing their research productivity and accomplishing their academic goals.
Learning New Skills
Depending on the nature of the research, junior attending physicians may need to refine their investigative skills or, in some cases, learn new skills to accomplish their research goals. For example, radiologists interested in health services research often must acquire basic or even advanced skills in statistics, decision analysis, or medical epidemiology that are essential to their work. Such skills may be acquired through formal courses offered by the medical school or university, review articles or texts, or even online training. Whatever skills are required for particular projects, junior faculty members must be prepared to master them in order to be successful in their academic work.
Developing a Niche
Junior faculty members initially may find that their research activities deal with a host of unrelated areas in their chosen subspecialty. With time, however, it makes sense for their scientific research to have a common theme or thread, whether it is related to one or more imaging tests, research methods, anatomic areas, or disease states. Through this accumulated body of work, academic radiologists gradually may develop a niche in their subspecialty. This body of work can also serve as the nidus for producing a single monograph or text on a focused area in their field. Whether or not this tome becomes a bestseller in radiology is less important than having it seen and recognized by other experts in their subspecialty. In this way, junior investigators can begin to establish their own reputations as authorities in the field.
If junior faculty members accomplish their goals, increasing recognition from peers in academic radiology should open doors within their subspecialty, leading to a variety of teaching invitations (eg, visiting professorships, refresher courses, and workshops), as well as solicitations for chapters and review articles from general and subspecialty journals. Paradoxically, such recognition may limit the ability of these radiologists to maintain the same level of research productivity as primary research scientists. Yet this is the natural evolution of a successful academic career, as junior attending physicians reap the fruit of their labor. Indeed, the role of academic radiologists in their professional environment is expected to evolve as they become mentors and role models themselves for students, residents, fellows, and other more junior faculty members in their chosen subspecialty. Radiologists therefore need to understand the importance of being productive early in their careers when there are no distractions to prevent them from focusing on original scientific research. The rest will follow in due course.
Teaching
The education of trainees at all levels (including medical students, residents, and fellows) should be a vital mission of every academic radiology department. The most gifted instructors have not only a passion for teaching but also a unique style that has a lasting effect on their students. Some people are natural teachers, but others do not have innate skills for teaching. Instead, this ability may be acquired over time by critically challenging one’s own performance as a teacher and by emulating the best qualities of other more experienced teachers. As with any other skills, it is important to recognize that there is always room for improvement.
Teaching in the Classroom
Radiologic education in a formal classroom setting requires meticulous preparation, a clear and organized lecture style, and even a little charisma and flair. The best speakers give presentations that are both enlightening and entertaining. Such speakers are able to engage their audience by having a passion for their subspecialty that is contagious; by presenting the material in a clear and cogent manner; by showing appropriate respect for their audience; and, depending on the speaker’s personality, by including some appropriate humor in their presentations. For example, I have a periodic teaching session with small groups of 3rd- and 4th-year medical students, which I often begin with the following remark: "I can’t teach you everything about my subspecialty in 45 minutes. It would take an hour, and we don’t have that long." This opening statement invariably elicits a positive response (not to mention a few laughs) from the audience by showing that I refuse to take myself too seriously and have a little humility about my chosen profession. On the other hand, attempts at humor should not be forced or contrived and should flow from the material. In fact, some speakers may choose to avoid humor in any form if it does not come naturally for them.
Previous generations of teachers in radiology gave their talks with slides, carousels, and old-fashioned slide projectors. With the advent of digital technology, conventional slides have been supplanted by PowerPoint (Microsoft, Redmond, Wash), Photoshop (Adobe Systems, San Jose, Calif), and digitally reproduced images displayed on powerful digital projectors. A detailed discussion of the use of PowerPoint or Photoshop for creating text images or reproducing digital images is beyond the scope of this article. (The reader is referred to other articles on these subjects [3,4].) With each new generation of PowerPoint, however, it becomes increasingly tempting to dazzle the audience with more and more sophisticated electronic "bells and whistles." Despite this temptation, most audience members prefer text images that are simple and straightforward, containing a minimum of text. If a particular image is cluttered and verbose, the audience may struggle to follow the text to the point that it detracts from the talk. It therefore is in the best interest of the speaker to keep the text images simple.
Although it is important for junior faculty members to develop an effective lecture style, an inherent problem with the lecture format is that it forces audience members to be passive participants in the learning process—a risky approach for trainees who often are overworked and short on sleep. Whenever feasible, it therefore may be advantageous to alter the dynamics of these sessions by developing an interactive style in which students are shown index cases that serve as lead-off points for presentation of more didactic material. Such a format impels trainees to be active participants in these sessions, a far superior dynamic for effective teaching. Ironically, this interactive format works best when the designated trainees struggle to some degree with their cases, which allows the teacher to guide them (and, hopefully, the audience as a group) step-by-step through the material in a positive and encouraging manner. If successful, the experience should leave trainees with a sense of satisfaction and accomplishment rather than frustration, anger, or embarrassment.
Whether giving a formal lecture or an interactive conference, presenters should respect their audience by starting these sessions on time. The importance of beginning on schedule may seem self-evident, but it is equally paramount to end on time. If a conference is scheduled to end at 9:00AM, it should end sharply at 9:00AM, not at 9:12AM, 9:07AM, or even 9:02AM. Teachers who consistently end their conferences late are, in effect, taking the selfish position that their subject matter is more important than anything else the trainees can do with that time (such as reporting to assigned clinical rotations). When conferences go inordinately over the allotted time, it can even be counterproductive, as trainees become increasingly irritated and resentful to the point that they remember little else about these sessions. Hence, the importance of finishing on time.
Junior faculty members can also earn the respect of their trainees by volunteering to give extra teaching sessions (apart from their regularly scheduled conferences) when one or more unexpected openings become available on the monthly calendar. Similarly, junior attending physicians should volunteer to give one or more intensive review sessions to the senior residents each spring in preparation for their oral board examinations. Although these various sessions require additional preparation and time, they are virtually certain to engender the good will and appreciation of the trainees.
Teaching on the Clinical Service
The training of residents or fellows one-on-one on the clinical service requires a different set of skills from those for didactic instruction in a formal classroom setting. It is important to remember that residents on clinical rotations are already intimidated by the prospect of trying to learn advanced imaging technologies in the various subspecialties from some of the leading experts in the field. This is a daunting challenge for most trainees without their having to worry about angering or antagonizing their teachers by giving the "wrong" answers or asking the "wrong" questions. In fact, one of the worst sins an attending physician can commit is to embarrass or in any way demean residents or fellows for giving "foolish" answers or asking "silly" questions. Such an approach can be utterly demoralizing, causing residents to dread their time on the rotation. It also is antithetical to the learning process because it effectively discourages residents from asking questions in the future. Thus, regardless of their personal feelings about a particular resident’s weaknesses or limitations, all faculty members must scrupulously avoid being negative, sarcastic, or condescending with trainees on the clinical service. On the contrary, it is their responsibility to facilitate the learning process by creating a positive teaching environment in which trainees are comfortable, relaxed, and uninhibited. Such an approach maximizes the benefits of this experience for all their trainees.
Paradoxically, the clinical schedule itself often becomes the teacher’s worst enemy. Many days are so busy and hectic that, depending on the clinical service, faculty members may struggle to finish the procedures or read the studies without being overwhelmed by the volume of work. On such days, education of residents or fellows is superseded by the basic imperative of getting the work done. Nevertheless, the best teachers have an uncanny knack for teaching "on the fly" by giving trainees first crack at the cases and supplying appropriate commentary and pearls of wisdom without allowing this teaching to impede the workflow. Clearly, it takes considerable finesse and skill to read the studies and teach trainees when the workload is heavy, but that should be the goal of every dedicated faculty member in academic practice. Occasionally, when the workload is lighter, some faculty members may also elect to show trainees miscellaneous teaching cases or cases that have a particular theme. This is a particularly valuable experience for residents and fellows because of the benefits of learning one-on-one from experts in the field. Moreover, trainees will tremendously appreciate the willingness of junior attending physicians to give these optional teaching sessions when the clinical work is done.
Teaching Medical Students
While the training of residents and fellows is a crucial role of junior faculty members, participation in the education of medical students is a less consistent responsibility. Junior faculty members in radiology may or may not be asked to lecture to the entire 1st- or 2nd-year class during the preclinical phase of the medical school curriculum or to have periodic sessions with smaller groups of 3rd- or 4th-year students on clinical electives in radiology. To newly appointed faculty members already overwhelmed by a myriad of other clinical, teaching, and research obligations, this additional assignment may be an unwanted incursion on their limited time and resources. Nevertheless, these teaching sessions may influence the ultimate career choices of some medical students if they are duly impressed by their first exposure to radiology. Moreover, positive feedback from students about the quality of these teaching sessions becomes a critical tool for documenting the educational activities of junior faculty members in the medical school when they become eligible for academic promotion. Junior attending physicians therefore should volunteer to take an active role in medical student teaching and should strive to give excellent student lectures or presentations, as those faculty members who attain consistently high ratings from students are more likely to meet the teaching expectations of the promotions committee of the medical school when they come up for promotion.
Other Scholarly Activities
Reviewing Manuscripts
Junior faculty members often make the erroneous assumption that manuscript reviewing is a privilege reserved exclusively for senior attending physicians who themselves are distinguished researchers and experts in the field. In fact, this is not always the case. Journal editors, even major journal editors, are often looking for energetic reviewers (even those with limited experience) who are able to write critical nonbiased reviews within reasonable timelines. Guidelines for performing these reviews are available in the literature (5). Although junior faculty members may be skeptical about investing the time and energy required for reviewing manuscripts, this experience gives them valuable exposure to the types of research being performed in their subspecialty. It also provides a means for improving their own research studies by enabling them to observe first hand the weaknesses and limitations of studies submitted from other institutions. As a result, prolific reviewers become even better scientific investigators. Finally, successful reviewers can receive various awards and distinctions from the journals for high-quality reviews and eventually may be appointed to one or more editorial boards in recognition of their contributions. It therefore is in the best interest of junior faculty members to directly contact the editors of at least one major radiology journal and one journal in their subspecialty to volunteer their services as manuscript reviewers.
Participating in Society Activities
Apart from participating in major radiology organizations such as the Radiological Society of North America, American Roentgen Ray Society, and American College of Radiology (including state chapters), junior faculty members are also strongly encouraged to join the leading societies in their subspecialty and, whenever possible, to participate in the annual meetings of these subspecialty societies. Attendance at these meetings enables junior faculty members to hear scientific papers, refresher courses, and workshops on subjects related to the cutting edge of their subspecialty, which helps them to remain current in a rapidly evolving field. Moreover, they should themselves present scientific papers at these meetings on a regular basis in order to show their best work to other members of their subspecialty. Attendance at these meetings also affords junior attending physicians a unique opportunity to meet and exchange ideas with some of the leading experts in their field. Finally, junior faculty members should contact officers of these societies to volunteer to serve on one or more committees. Such involvement should progress over time until junior faculty members themselves become potential candidates to serve on the boards or hold offices in these societies in recognition of their contributions to the subspecialty.
Giving Grand Rounds
Most didactic conferences given by junior faculty members are formal presentations that summarize the current state of knowledge about a particular topic in their subspecialty. In contrast, radiology grand rounds are often intended to showcase a speaker’s individual contributions to the field. When junior attending physicians are invited to give grand rounds at their home institution or elsewhere, it therefore is important that they present their own original research on the cutting edge of their subspecialty. The work of other investigators might also be included to complement the material but should not be the primary focus. In effect, junior faculty members should view grand rounds as an ideal opportunity to show other members of the department or radiology community their best "stuff" as scientific investigators in their field.
Academic Citizenship
Junior faculty members need to recognize that they have responsibilities and obligations to their profession outside their own areas of interest and expertise. Within their departments, they should be scrupulously diligent about attending regularly scheduled faculty meetings and grand rounds. Outside their departments, they should also be ready and willing to serve on various interdepartmental, hospital, and even university committees that have essential roles in the governing of a successful academic environment. Outside their institutions, they should also participate in various national organizations such as the American College of Radiology, as well as state and local societies that have important roles in the protection of the interests of radiology in the medical community. As academic radiologists become more senior members of their profession, they should also be ready to assist the American Board of Radiology by writing questions for the written board examinations and by serving as examiners for the oral board examinations.
Clinical Work
Some junior faculty members may wish to practice multiple areas of radiology in order to maintain their clinical skills outside their chosen subspecialty. Although this approach has its merits, such faculty members may find they invest so much energy staying abreast of different subspecialties in radiology that they are unable to devote the time and effort needed to fully master their own subspecialty. It is therefore important that junior attending physicians have enough clinical focus to achieve the level of expertise expected for a subspecialist in academic practice. Depending on the constraints of their section, they should also try to develop a clinical niche within their subspecialty that coincides with their research interests. For example, abdominal radiologists investigating diseases of the liver could focus more of their clinical time on abdominal computed tomography, magnetic resonance imaging, and ultrasonography in the hepatobiliary system.
As previously mentioned, a growing shortage of academic radiologists has led to an increased focus on clinical productivity, which severely limits academic time for junior faculty members. Paradoxically, this manpower crisis in academic radiology has created a greater incentive for residents and fellows with potential academic aspirations to enter private practice because of legitimate concerns about their ability to achieve even modest success in this new academic environment. Those who choose academic radiology can sometimes take advantage of the manpower shortage to negotiate a more favorable academic plan that ensures at least some academic time and resources. Others already in academic practice can try to convince section chiefs or department chairs that they deserve more academic time on the basis of a consistent record of research productivity. Finally, a small number will be guaranteed academic time and resources for research through funded grants from the National Institutes of Health or other organizations. In the end, however, many junior attending physicians in academic practice will find it difficult to accomplish their academic goals because of increasing clinical demands on their schedules. A successful academic career therefore requires junior faculty members to have the dedication, commitment, and flexibility to achieve these goals, regardless of their clinical responsibilities.
Academic Promotion
One of the goals of every successful academic radiologist is to achieve promotion from assistant professor to associate professor and, eventually, to full professor. Such promotions not only represent formal milestones in their academic careers but may also entitle them to additional salary and benefits. While academic rank should not be an end in itself, it behooves newly appointed faculty members to be familiar with criteria and timelines of the medical school for academic promotion in the appropriate tracks. Such guidelines are available from various administrative offices in the medical school itself.
Department chairs and section chiefs ideally should know when individual faculty members are ready to be promoted, but these chairs and section chiefs may not necessarily be focused on the timing of such promotions. Although some junior attending physicians may find it objectionable to serve as their own advocates for academic promotion, they are often the best judges of their credentials for such a promotion. If junior faculty members believe their academic performance warrants serious consideration for promotion, it is not unreasonable for them to present their curricula vitae to the section chief, who, if appropriate, can make a case for promotion directly to the department chair. Such a course often leads to earlier placement of a particular faculty member on the docket for the next departmental promotions meeting. The net effect could be the promotion of junior faculty members from assistant to associate professor 1 or even 2 years sooner because of their willingness to address this relatively sensitive issue with senior members of the department.
At the same time, early initiatives for academic promotion should not be undertaken lightly as medical school promotions committees usually pride themselves on their high standards for academic promotion. The candidates therefore should proceed only after consultation with the department chair and a member of the departmental or medical school promotions committee to establish that the odds of academic promotion are high. It is important to recognize that a rejected or tabled request for promotion can be extremely disheartening or even devastating for some candidates.
Conclusion
This article is intended to serve as a general primer for newly appointed clinician scholars in academic radiology who hope to combine clinical work, teaching, research, and other scholarly activities in a successful academic career. Those who accomplish this goal should reap the rewards of their success in the form of an exciting and fulfilling career in academic radiology.
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