Why Teaching & Research Matter

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Description

Although all radiologists undergo a minimum of five years training before entering practice and most participate in some research during their training, there exist pervasive negative biases about those who choose to focus on teaching or research during their careers. The biases are based on both teaching and research being cost-centers, rather than generating revenue as does clinical practice. There is also the shibboleth that teachers and researchers lead easier, less harried lives.

While it is true that radiology teaching receives little, if any, remuneration from most medical schools and research costs departments approximately $1.25 for every extramural dollar received via grants and contracts, the specialty would be in sorry shape without those who teach and conduct research to advance the specialty. Indeed, during the past forty-some year’s research has been the engine for change that has propelled radiology from a sleepy medical backwater to its current high-technology status.

Research has expanded radiological practice, helped innovations achieve regulatory approval, and provided the basis for insurance coverage. Teachers have disseminated the scientific information arising from research to the level of radiological practice. This lecture will detail these assertions and make the case for greater involvement in research by both academic and community practices.

Learning Objectives:

  • Recognize how research and education have expanded radiological practice.
  • Associate how research findings lead to the translation of research into practice.
  • Identify the risks and rewards of pursuing research and teaching as careers.

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