Our enduring heritage: Teaching

Abstract

When asked what they would consider the primary benefit of an academic career, most residency applicants state that they want to teach. This isn't surprising, as they are emerging from more than 20 years in an environment where their models were principally teachers and educators. An exit poll after residency yields a strikingly different result, however. Not surprisingly, clinical practice has become the major attraction, even among those who desire a career in academic radiology. Research has ascended to second in priority, with teaching and administration bringing up the rear. Many of the budding academicians seem to have gotten the message that neither fame, riches, nor promotion come from teaching. Here we have a paradox of the first order; the major mission of an academic center is to teach, and individuals entering the field want to teach, yet few perceive that teaching will serve as an adequate basis for a career. There is a solution, and I propose that Academic Radiology play a role in it. Teaching--particularly effective teaching--is a science as well as an art. Contrary to the belief of some, there are numerous and validated techniques for documenting the science as well as the art of teaching, including classical hypothesis-driven research. Content areas such as needs assessment, trainee selection, educational cost-effectiveness, knowledge dissemination, and education technology are but a few of the legitimate endeavors that fit within the rubric of education science. Niches for career development abound; we need motivated people to fill them. The Association of University Radiologists, the Society of Chairmen of Academic Radiology Departments, and the Association of Program Directors in Radiology have always been active in promoting the educational mission. It is fitting then that their journal, Academic Radiology, should commit to a renewed initiative in this area. Rather than using the more traditional subcategories of teaching by educational level (ie, medical student, resident, postgraduate), we will attempt a different strategy. Priority for publication in Academic Radiology's Radiologic Education section will be given to validated educational research. Please note that this does not include only classical hypothesis and design-driven educational projects; it can also envelop other valid techniques such as validated surveys, critical incident interviews, and case-driven inquiries. Teaching is also an art; therefore, there is a continuing role for more anecdotal descriptions of unique methods of instruction and the development of instructional devices. These reports will be welcomed, but they will receive a lower priority for publication than reports of valid, technique-based, educational research. Finally, we all have a lot to learn about education and educational effectiveness. The section editor will solicit periodic reviews by recognized educational experts. These reviews will teach us all how better to conduct educational research, be more effective as teachers, measure quantitative teaching, and train more teachers. Academic Radiology has a long history of helping fulfill the needs of radiologist teachers. This new direction, fueled by the enthusiasm of our readers and contributors, can add immeasurably to the mission of the journal and the career fulfillment of teachers of radiology.