GUEST EDITORIAL

ACADEMIC RADIOLOGY CAREERS: WHAT IS ACADEMIA ALL ABOUT?

WILFRIED MAI, JAMES SUTHERLAND-SMITH

Part A—Introduction

I do sense that the inertia behind imaging inquisitiveness

has shifted from the United States to imaging strongholds

in other countries. I am disappointed in the dispropor-

tionate number of young bright American radiologists

who choose private practice over an academic career, a

brain drain in the truest sense. Though growth of spe-

cialized veterinary medicine in private practice has been a

boon for the pet owning public, I see the exodus of most

radiology trainees into private practice as a serious prob-

lem that is not garnering the attention it deserves. Will it

take a crisis to necessitate a pendulum shift?

What if we fall into a deep and lasting recession? What

if residency training programs diminish in quantity and

quality because of attrition of academic radiologists? Will

such high-impact events lead to a resurgence of interest

for academic radiology positions? Why aren’t the real

advantages of academic radiology (intellectual stimula-

tion, variety, job security, travel, paid vacation) more

appreciated by young radiologists? I think the brain drain

has more potential to negatively impact the specialty than

any other that is being addressed.

(Thrall DE. Fifty Years and Counting. Vet Radiol

Ultrasound. 2009;50: 1–2)

Introduction

THE ABOVE EXCERPT from a recent editorial in Veterinary

Radiology & Ultrasound captures the sentiments of a num-

ber of radiologists who question the sustainability of ac-

ademic radiology. Perhaps one component of the problem

is that radiology residents are not schooled, during their

training, in the positive and negative factors associated

with a career as an academic radiologist. This review is to

serve as an introductory guide for residents as they eval-

uate career options. It is not our aim to glorify academia,

but rather to provide some facts that may help trainees

make an informed career decision. This review answers

questions asked by radiology residents and provides feed-

back from academic radiologists. We address the basics of

academic radiology positions, the positive and negative

aspects of a career in academia and then some practical

considerations. We hope this document, along with mentor

advice and first-hand experience, facilitates identification of

a career path.

Will Academic Radiology Suit Everyone?

No career path suits everyone. Determining whether you

would be a ‘‘good fit’’ in academia is not as easy to answer.

To varying degrees you will need to have an interest in the

following:

� Taking pride in helping students and residents ad-vance their skill level.

� Exploring and solving clinical problems.� Raising the standard of veterinary radiology practice.� Making improvements in the methodology/infrastruc-

ture of teaching, conducting research, and daily op-eration of a large specialty/teaching hospital.

� Getting gratification in the success of others.

General considerations of temperament, response to stress,

ability to be part of a team, etc. apply equally to academia

and private practice employment.

Academic Tracks

A wide array of academic positions is currently available

to graduating radiology residents and this can be a source

of confusion. It is important to consider what the univer-

sity expects from you. Although this will be documented in

some fashion when the position is posted, you should

probe this topic thoroughly. In many positions, the effort

will be split equally among clinic duties, research, and

teaching. In some positions, clinical work will be empha-

sized, in others research will be emphasized, and so on. As

well as being happy with the distribution of effort between

With input and discussion from additional ACVR ad hoc committeemembers including Tod Drost, Don Thrall, Rick Widmer, Darryl Biery,Gregory Daniel, Nathan Dykes, Clifford Berry.Address correspondence and reprint requests to Dr. WilfriedMai, at the

above address. E-mail: wmai@vet.upenn.eduReceived February 18, 2010; accepted for publication February 22,

2010.doi: 10.1111/j.1740-8261.2010.01685.x

From the Rosenthal Imaging and Treatment Center, School of Veter-inary Medicine, Section of Radiology, University of Pennsylvania, 3900Delancey Street, Philadelphia, PA 19104 (Mai) and the Department ofClinical Science, Radiology/Diagnostic Imaging, Tufts Cummings Schoolof Veterinary Medicine, North Grafton, MA 01536 (Sutherland-Smith).

239

activities, you will need to make sure that the proposed

balance is realistic.

As well as work effort allocation, you will need to con-

sider how the position is structured. Tenure-track positions

typically offer a probationary period of 5 or 10 years

(length dependent on the institution) before promotion and

tenure are considered. To achieve promotion and tenure,

most universities require evidence of independent and in-

novative activity in advancing an aspect of teaching, re-

search, or clinical medicine. This evidence typically comes

from peer-reviewed activities, such as publications in high-

quality journals. Many universities also expect tenure-track

faculty to garner outside funding to support some activity

of their work; this can be through independent research

grants, but collaborative grants and contract work are also

acceptable in some institutions. These benchmarks are

typically evaluated sequentially by faculty at departmental,

college, and university levels. One’s employment may not

be continued if the expectations are not met.

Most universities set realistic performance expectations

for tenure that should be attainable for a motivated newly

graduating resident with exposure to clinical research.

However, some universities reserve tenure-track positions

for faculty who have high-powered research aspirations

and the ability to secure large amounts of extramural

funding (e.g., NIH grants). Given the institutional varia-

tion in tenure policies, it will be important to discuss the

process thoroughly with any prospective employer. The

requirements for tenure and promotion should be trans-

parent and available to you. It will be worth asking how

many faculty obtain tenure and promotion each year and

what is the university policy for those that do not meet

those standards. In some institutions, it may be possible to

switch from a tenure-track position to a clinical-track po-

sition but in general one should not expect this option.

Clinical-track positions are equally varied in their im-

plementation. As the name implies these positions have a

bias toward clinical radiology. There will usually be a

smaller percentage time allocation for teaching and re-

search but given the university setting, some productivity in

teaching or research is usually expected. The expectations

for research productivity are less stringent than in a tenure

track, and it is usually agreed that more clinically oriented

research using clinical material is sufficient to be successful.

These positions are evaluated by the department/univer-

sity, or hospital administration, every 1–3 years. Clinical-

track positions avoid the rigors of the tenure process.

However, arguably they come with reduced job security

compared with tenured positions, and in some universities,

clinical-track faculty may not be able to participate in uni-

versity governance or decision-making to the same extent

as tenure-track faculty. Some universities will have clinical

positions listed as staff rather than faculty. This may im-

pact your benefits, and privileges compared with a tenured

position. In other universities, clinical-track faculties have

the same academic rights and privileges as tenured faculty.

To find out as much as possible ahead of time, ask to

interview with a young faculty member, not necessarily in

radiology, with an equivalent academic position. That per-

son will be able to let you know the subtleties of that

position within the university.

Research

Perhaps one of the more daunting aspects of embarking

on an academic radiology career is the expectation for

original research. Those that went straight through veter-

inary school, an internship and residency program, without

a MS or PhD, will feel unprepared for some aspects of

academic research. The good news is that most universities

will set realistic research expectations and offer a formal

mentorship program to help guide motivated young fac-

ulty. You should inquire about the possibilities for further

clinical research training when starting a job in Academia.

In many places there is the option to get additional train-

ing, such as biostatistics and study design, through your

university, with some or all of the cost being paid for by

your employer.

If you already know that research is not your primary

motivation to work in academia, then a clinical-track po-

sition may be more suited to your needs. These positions

usually have some publication requirement, but it is typ-

ically less demanding than tenure-track positions. Depend-

ing on the institution, many academic radiologists can

‘‘make it’’ with collaborative efforts such as co-investiga-

tions, etc.

Part B: It’s More Than Just a Salary; What is to Value in

Academia?

Job Diversity (Clinic/Teaching/Research/Administration)

As much as one could argue that clinical radiology offers

diversity, there is no comparison with the diversity of ac-

tivities that academic radiology offers. In fact, it is rare for

private practice jobs to offer the same variety of patient

material and/or imaging modalities as available in aca-

demic settings. Indeed, one of the most significant benefits

of academia is the variety of things to do. Every day is

different and the challenges are intellectually very stimu-

lating. Given the nature of most residency programs, most

radiology residents are clinically focused at the end or their

program. However, the flexibility of academia to divert

one’s attention to education, administration, or research

can ensure a stimulating career over many decades.

Working with a Large Number of Talented Specialists

One of the strongest advantages of working in academia

is the collegiality and opportunity to share your experi-

240 MAI AND SUTHERLAND-SMITH 2010

ences and learn from others in your specialty but also from

specialists in other disciplines. Not only do you learn from

them, but you are challenged on a daily basis, which forces

one to remain current. Follow-up on patient outcome is

easy, and sharing expertise can lead to new ideas that can

be tested in a collaborative way, leading to new knowledge

in your field and others.

Teaching Residents and Students

Most radiology residency training programs are still

based in university settings, and participating in residency

training can be extremely rewarding. The faculty–resident

interaction challenges you on many fronts and stimulates

one to remain at the forefront of the latest knowledge

and techniques. Training residents is challenging, but

highly stimulating. Think about the passion you had

for radiology when you began your residency. As a resident

mentor, one gets to share this passion with residents and

help them become a skilled radiologist. By applying

knowledge gained first-hand from things that ‘‘worked’’

and ‘‘did not work’’ for you when you were a resident, you

will be able to implement change to improve residency

training programs. The relationship you develop with res-

idents you train will last for life. The satisfaction you

get from mentoring them throughout their training is

remarkable.

Teaching students is a large part of being an academic

radiologist; this can bring great satisfaction. Radiology is

an essential part of the basic knowledge of every veteri-

narian. There are limitations of many imaging studies per-

formed by practitioners after graduation, and these

limitations emphasize the importance of our educational

mission. A great satisfaction of teaching students is making

them feel confident about radiography and basic interpre-

tation. It is rewarding to learn how much students appre-

ciate their radiology experience and the confidence they

gained. It will bring a smile to your face as you see your

students make connections and gain skills as you discuss

images with them. You will be even more delighted when a

student you have taught seeks your advice about the best

path to enter a radiology residency program. As a clinical

radiologist, diagnosing a disease helps one patient. Teach-

ing 80–100 young veterinarians each year amplifies your

impact considerably.

Using High-Tech Imaging Equipment

There is no question that the most modern imaging

equipment is found in Academic settings. Academic insti-

tutions usually pioneer the development of new imaging

procedures for veterinary applications. Not only will you

have the opportunity to use high-quality equipment, but

you will often have the chance to work with even more

advanced imaging modalities. Also, physicians at nearby

medical schools are usually eager to add their expertise to

solving a problem or advancing a technique. Some of this

will be for research, but this translation also applies to

patient care. Occasionally, nearby medical schools offer the

opportunity to use their advanced equipment, such as for

PET or PET–CT imaging, for animal patients. This expo-

sure to ‘‘cutting-edge’’ techniques will always be intellec-

tually stimulating.

Developing the Profession and Your ProfessionalReputation

There are many reasons why Academic radiology is the

best place to be if you want to improve the standard of

veterinary care.

� You work with a full panel of highly skilled specialists inall areas of veterinary medicine, which facilitates devel-opment of collaborative research and new techniques.

� You have access to a large and varied patient-pop-ulation: whatever your area of clinical interest, it islikely to be fulfilled in an academic hospital.

� You train members of our community; these futureradiologists will further shape our profession regard-less of their career path; therefore, you play a directrole in molding the future.

� You are a source of expertise for private practicesaround your hospital, thereby raising the standardsof veterinary diagnostic imaging for patients andowners.

� You train future veterinarians and, therefore, play adirect role in improving their skills and ultimately theoverall quality of veterinary care.

Having a successful academic career also makes you more

visible as a specialist and expert in your field. As you train

residents and students over the years, as you speak at con-

ferences, present and publish your research, and take an

active role in the ACVR, your name will quickly become

known. Name recognition is personally gratifying but can

open many doors to fruitful collaborations and travel to

exotic locations.

Benefits (Travel/Vacation/Campus Facilities/Sabbatical)

The salary difference between academic vs. private prac-

tice careers is often cited as a major reason more residents

do not opt for an academic career. Universities cannot

match the base salary available in private practice. The

difference, however, is not as great as one might guess.

Indeed, some radiologists in private practice make huge

salaries, but this usually also implies working long hours,

weekend days, and taking little or no vacation.

Many things other than gross salary should be

taken into account when comparing academia to other

career paths:

241ACADEMIC RADIOLOGYVol. 51, No. 3

� Having a fixed salary that does not depend on thenumber of imaging studies interpreted each day canreduce work-related stress.

� Universities offer health care and retirement plans,which typically add approximately 25% of the valueof the gross salary. This represents significant intan-gible income and must be accounted for in compar-ative salary calculations.

� Most universities offer generous paid vacation time.The amount of paid vacation offered each year istypically in the 4–6-week range. In addition to paidvacation, time off is allotted for federal and stateholidays.

� Travel funds to attend one or more conferences peryear are usually provided, though the amount variesbetween universities. As a faculty member, you areoften invited to speak at conferences, and in theseinstances the travel/accommodation costs are usuallycovered by the organizing committee, with perhapsthe addition of an honorarium as well.

� Most universities also have other benefits faculty cantake advantage of. Examples are gym membership,social activities, reduced price for performing arts,reduced price for computer equipment for personaluse, reduced-rate mortgages and car loans, pricebreaks on airfare and cell phones, and tuition benefitsfor your dependent children.

� Most universities have a structured sabbatical leaveprogram. A period of time, such as 6 months every 6years, can be used to take a leave of absence andexperience another university, complete a researchproject, learn a new technique, write a book, etc., allwhile receiving full salary and benefits.

Long-Term Advancement Pathway

As well as the development of clinical skills, universities

offer promotion opportunities for faculty. The typical ac-

ademic grades from most junior to senior are assistant

professor, associate professor, and professor. Your pro-

motion and academic title will be a reflection or your ac-

ademic output/performance and is generally linked to gross

salary. In general the higher your academic grade the more

sought after you will be.

Part C: There are Negatives, but They are Not so Bad

and Not Necessarily Unique to Academia

Pay Scale Ceiling/Limitations

As mentioned above, gross salaries in universities are not

as flexible as in practice and there are usually limits that are

imposed by the university with regard to salary being

linked to rank, though this is not always true. A newly

recruited faculty radiologist may receive a salary outside of

the typical range of the rank, depending on qualifications

and need.

Teaching Hospital Location

As there are only 32 veterinary schools in the United

States and Canada combined, the choice for location is

limited. In addition, if urban life is desired, the choices are

even more limited being that most veterinary schools are

not located in large metropolitan areas. However, most

veterinary schools are located within, or close-by, a rea-

sonably sized city. In addition, other geographic features

might be attractive. It could be proximity to mountains if

you are into skiing, outdoor activities, proximity to the

ocean, proximity to your family. There is enough variety

for most people to find their match and one should list the

things that matter in deciding where to apply, such as

overall quality of life in addition to location. It may be

necessary to compromise on something, knowing that you

will win in other aspects; this is true regardless of career

path. If you have a spouse or partner who will also be in

the work force, this needs to be considered and some uni-

versities can assist in this process. University faculty are

usually part of larger networks in different areas and can

often assist in finding opportunities that meet the needs of

your particular situation. This can be a point of negotia-

tion and as an applicant you should not be hesitant to

address this.

Pressures of Tenure

As outlined above, the tenure process can be intimidat-

ing and definitely is a challenge. You need to understand

what the process is before entering into it. Weigh the pros

and cons. Consider, ‘‘Will I be able to do this, given all of

the other constraints in my life?’’ If the answer is no, then

you should opt for a different track, or another place where

the requirements for success will be different or the op-

portunities better. Requirements for tenure vary across

universities so don’t cross it off the list based on limited

peripheral experience gained during your training program;

it can be significantly different in another school. Achiev-

ing tenure does not have to be difficult. In the right en-

vironment it is seamless. It is a matter of understanding the

process, and making sure beforehand that the tools for

success are there. Also note that many schools allow trans-

fer or conversion to a nontenure track if the academic

tenure is not going well after 2–3 years.

Administrative/Committee Obligations

Part of being in academia involves administrative work

and committee membership. This is often seen as a neg-

ative but should be viewed as a positive. First, committee

membership brings some variety to the daily activity, away

242 MAI AND SUTHERLAND-SMITH 2010

from the more clinical and scientific aspects of the job. If

you have a leadership mindset, committee work could be

something that brings tremendous enjoyment. Committee

work actually provides a unique opportunity to take re-

sponsibility for your own future. You are consulted and

participate in important decisions that can ultimately bring

significant change both locally and globally in the univer-

sity system. This can enhance your life as a faculty mem-

ber. Importantly, administrative duties are not exclusive to

academia. Private practice will likely require some admin-

istrative responsibilities and there may be less opportunity

for input than in an academic setting. Committee work

also provides a great opportunity to get to know your peers

as well as faculty in nonclinical, or even nonveterinary,

areas. This can lead to great collaborations, or lifelong

friendships.

Five-Day Work-Week

An often-touted advantage of private practice is the

3-day or 4-day work-week. It is unlikely this is the case

anymore in the real world. As teleradiology develops,

private practice radiologists get bombarded with images

and work long hours and long days to maintain their

income in an increasingly competitive market. Your

schedule might be less demanding and more fixed in

academia and many faculty radiologists have most of

their weekends free to address personal and family issues.

As noted above, not all work days are the same in

academia. Clinic days can be hectic, depending where

you work, but they are stimulating and off-clinics

days offer flexibility on how you want to organize your

time.

Multi-Tasking

As a consequence of the variety of duties that come with

an academic career, you will have to manage different

projects and responsibilities simultaneously. This can

become overwhelming without good organizational skills.

To be successful, one must be punctual and good at

multitasking; procrastination is a guarantee of failure in an

academic setting. Gaps in a clinic day can be used to

accomplish other tasks, such as counseling residents,

dispatching e-mail, and conferring with colleagues. The

secret is to keep up with everything and use your time

wisely. Also, in the spirit of being collegial and a team

player, young faculty often forget that they can refuse a

request to help with a project or speak at a conference, for

example. Saying yes too often will result in you becoming

overwhelmed and will negatively impact on your

potential for success. It is important to establish

priorities and stick by them; here is where having a

dedicated mentor can make the difference between success

and failure.

Part D: Practical Considerations

The Interview

A 2-day academic interview can be an exhausting expe-

rience. You will meet with a wide variety of staff, faculty,

and administrators. Meeting with other faculty in your

proposed rank is critical. They will be in the best position

to let you know what the positive and negative aspects of

the job are. Determine the retention rate for junior faculty.

Make it a point to talk to any departing faculty, they may

be able to give you additional insight but be aware that

prior experiences that may not apply to you could have

influenced their opinion or decision to leave. If there are

specific areas of research you are interested in, request to

speak with the people who work in this field that you have

identified from conversations, web searches, publications,

etc. Even if they are a faculty member at another school,

you can at least ask if it would be possible to talk to them

during your interview, which will allow you to determine if

there is potential for collaborative work.

A key thing to determine is the specific requirements of

the position, including the benchmarks that will be used for

tenure- or clinical-track reappointment.

You will be asked to make a formal presentation as part

of your interview. This should focus on your area of clinical

resident research. An alternative approach is to discuss a

topic that is currently an unoccupied niche in the university,

such as interventional radiology or abdominal MRI. Try to

make the audience realize the assets you would bring to the

position, and how you could help move the University for-

ward. Don’t feel intimated because you don’t have large

amount of research material to present. You were invited

for an interview because they think you would be a valuable

addition to the faculty and that you have potential for

growth and success. The audience is more interested in how

you say, what you say, and how you address questions,

rather than the specific details of your presentation.

In preparation for the interview, ask colleagues in your

current university what their experience was like, what they

asked or wish they had asked during their interview. Select

the things that matter to you and write them down before

going so you don’t forget these questions as you interview.

If you have forgotten something, it is ok to e-mail the

appropriate person after your interview to ask for specifics.

Again, this is an important decision you are making and

you want to make sure you end up in the right place for

you!

If possible, it is advantageous to stay in the area for a

few days after the formal interview. This allows you to

explore, gauge, how much you would like the area if you

were to live there, to see the work environment when they

are not in interview mode, and can give you the oppor-

tunity to assess the real estate market. These are things that

will come into play when it is time to make a decision and

243ACADEMIC RADIOLOGYVol. 51, No. 3

the more information you have the better and easier the

decision-making will be.

The Hiring Process

The academic hiring process can take a considerable

amount of time. The initial step when the university

administration approves the hiring of a faculty member is

the formation of a search committee. This committee

designs the position description and submits it for adver-

tisement. Generally, 2–3 months are allowed for applicants

to be identified. Search committees are getting more

involved with actual searching, rather than simply acting

as a clearing house for submitted applications; this can

extend the entire process. The committee reviews each

application and the top candidates are identified and

invited for interview. Two-day interviews are scheduled for

each of the top candidates, usually a month or so in

advance. After all interviews have been completed, the

search committee reconvenes. An offer can be made at this

point or the committee may decide to try to identify ad-

ditional applicants. Assuming an offer is made, a period of

negotiation begins. Candidates should not be shy about

stating their preferences and needs. Once an agreement is

finalized, the application is processed by the university. The

entire process may take 6–8 months.

Mentorship

It is important to identify a good mentor. In an aca-

demic interview you should inquire about a mentorship

program and other support mechanisms for new faculty

members. Your success or failure with the teaching and

research aspects of the tenure process will depend heavily

on the guidance you receive from more senior faculty. De-

spite having emerged from an intensive clinical residency

program there are many occasions when conferring with a

more experienced radiologist will prove valuable. An in-

creasing number of universities have a formal mentorship

program. These are very important aspects of your deci-

sion-making, as you WILL need help and advice along the

way. Unlike private practice, there is a career ladder as-

sociated with academia, and you will not be hired simply

because you can dispatch so many images per day or gen-

erate a certain amount of hospital revenue. You are hired

because the university has determined that you can be a

valuable addition and that you can be successful. An in-

creasing number of institutions realize that they need to

provide the tools to be successful, and this is the rationale

for structured mentorship.

Negotiating with an Academic Institution

The current generation of graduating residents that went

through the North American veterinary school system are

facing an unprecedented level of student loan debt. Keep-

ing this in mind, no one is going to object to you trying to

negotiate a sustainable financial solution in academia for

you and your family.

When you receive an offer you should select and

prioritize the items you would like to negotiate. There is

a tendency to immediately become focused on salary and

benefits. However, don’t forget to look at all items of the

offer. Other aspects such as the allocation of effort between

clinic duty, teaching, and research may be negotiable. Spe-

cific equipment for your research, or any particular clinical

expertise/interest, needs to be brought up at the time of

negotiation. Many universities offer a start-up package

that can consist of funds to buy equipment, laboratory

space, technical support, etc.

Keep a record of all amendments and negotiations in

writing. A verbal agreement will be impossible to remem-

ber accurately.

Salary

Of all the things that will affect your lifetime earning

potential, starting salary is most important. The range of

salaries of academic veterinary radiologists is not available

to the public. Some universities have the mean salary for

each academic rank published online. However, this mean

is averaged across multiple disciplines and will be lower

than that offered to veterinary faculty. The median uni-

versity salary for veterinarians in 2007 was listed as

US$103,000 by an AVMA report. However, the distinc-

tion between various faculty ranks was not made. The best

source of real data is a colleague who has entered academia

in the last few years at the assistant professor level. Vet-

erinary schools routinely share their salary information

through the American Association of Veterinary Medical

Colleges. To determine an offer, the university will access

these data. Therefore chances are the offer will be equitable

but somewhat average. Due to the high demand for aca-

demic radiologists and the limited availability, there is jus-

tification for negotiating a higher salary than initially

offered, if the initial offer is not satisfactory. It is also pos-

sible to negotiate a bonus for obtaining board certification,

should this not yet have occurred.

Salary Supplements

Even with the best negotiation, your academic salary

may not match your private practice earning potential.

At this point you should consider negotiating the possibil-

ity of augmenting your income through consultation.

Radiologists have the unique opportunity to supplement

their income using teleradiology, and this issue needs to be

addressed during negotiations. You will not necessarily

want to get involved with teleradiology consultations while

you are getting established in your new academic job.

244 MAI AND SUTHERLAND-SMITH 2010

However, it will be much easier to negotiate items like this

before you are committed to the faculty position. It must

be remembered that in academic veterinary medicine, one’s

primary effort must be directed toward the university. Any

involvement with outside consultation must be tailored in

such a way that it is not competitive, and it does not in-

terfere with the missions of the faculty position. Neverthe-

less, it should be possible to reach a happy medium where

significant income augmentation can occur without jeop-

ardizing the mission of the university.

Start-Up Costs

Most institutions will provide start-up funds to get your

research project(s) started. You may be able to ask for

specific equipment such as imaging hardware or software.

Alternatively, money may be available to cover the direct

study expenses. As part of this discussion you should con-

sider your office and, if needed, research lab space require-

ments.

Additional Benefits

Most items like vacation, continuing education, and

travel allowance will be standard benefits across the faculty

and university. A benefits booklet will usually be made

available during your interview. These items are typically

harder to negotiate as it raises the issue of equity, but ev-

erything is open for discussion.

Most universities will offer to cover moving expense.

Some universities in areas with high house prices may have

housing/mortgage assistance programs to help offset the

higher prices.

Coming Back to Academia

A strategy that would seem to make sense for debt-laden

residents interested in academia would be go into private

practice, clear their debt, and then transition back into

academia. While not impossible, this rarely happens. Upon

entering practice, one becomes entrenched in the routine

and perhaps financially entangled in the enterprise. Clinical

skills may increase, but teaching and research skills will

diminish. One becomes a less attractive candidate. The

optimal time to explore a career in academia is immediately

following the residency; if this is not successful, for any

number of reasons, there will always be opportunities in

private practice.

Conclusion

We hope that this short outline answers some of the

questions about Academic Radiology. Weigh up the pos-

itives and negatives of academia as you embark on veter-

inary radiology career search. One of our colleagues

justified their recent return from private practice to acade-

mia with the following: ‘‘I was starting to believe what I

said all the time and never challenged myself.’’ Finally,

don’t forget that the veterinary radiology community is

small and we like to talk to each other, so your colleagues

can easily address any questions or concerns. Just pick up

your phone and ask!

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