Format

Send to

Choose Destination
Curr Probl Diagn Radiol. 2019 Mar 7. pii: S0363-0188(19)30001-5. doi: 10.1067/j.cpradiol.2019.03.001. [Epub ahead of print]

Transitioning from Radiology Training to Academic Faculty: Defining Your Role and Interests.

Author information

1
Department of Radiology, University of Florida College of Medicine, Gainesville, FL.
2
Department of Radiology, The Children's Hospital of Philadelphia, Philadelphia, PA.
3
Department of Radiology, Temple University Hospital, Philadelphia, PA.
4
Department of Radiology, University of Massachusetts Medical School-Baystate, Springfield, MA.
5
Department of Medical Imaging, University of Toronto, Toronto, ON, Canada.
6
Department of Radiology, University of Pennsylvania School of Medicine, Philadelphia, PA.
7
Department of Radiology, Wake Forest School of Medicine, Winston-Salem, NC.
8
Department of Radiology, University of Michigan School of Medicine, Ann Arbor, MI.
9
Department of Radiology and Radiological Sciences, Vanderbilt University Medical Center, Nashville, TN; Veteran's Health Administration-Tennessee Valley Healthcare System Geriatric Research, Education Clinical Center, Nashville, TN.
10
Department of Radiology and Biomedical Imaging, Yale University School of MedicineNew Haven, CT.
11
Department of Radiology, University of Massachusetts Medical School, Worcester, MA. Electronic address: carolynn.debenedectis2@umassmemorial.org.

Abstract

Transitioning from radiology training to academic faculty presents many challenges. In this review, we discuss strategies to navigate this process and to facilitate success through appropriate selection of career tracks. Various modern avenues include roles as a Clinician-Educator, Clinician-Investigator, and Clinician-Administrator. Selection of the appropriate career track based on personal interests and institutional culture is critical for early and long-term career satisfaction.

Supplemental Content

Full text links

Icon for Elsevier Science
Loading ...
Support Center