I would like to start and introduce our first presenter this evening. This is Dr. Jason Dunwoods. He is a professor of medicine at the University of Washington. Many of you will know him as the national GI director in the VA system and also in particular for his research passion in the field of colorectal cancer screening. So, Jason, I'll ask you to come and kick off the evening for us. Thank you, Ferg. I want to give my thanks to Dr. Mergener and Dr. Gleason for inviting me to speak with you and thanks to the ASG for this opportunity. You guys are really lucky to be at a course like this and thanks to all of you attending virtually. I wish there was something like this when I was a fellow. So I'm going to talk about academic practice, what to expect, and how to survive and thrive. It's a lot of information to cover. I'm going to go quickly through some things. I want to leave some time at the end for questions. Just by way of disclosure, I spent my entire career in academics. I did my training at Duke and started in academics in 1997 right out of fellowship. And I've been there at the same place the whole time. My wife is a pediatrician and she actually started in academics at UNC and then went into working for a nonprofit clinic and then was in a large private practice for a while and now is working for Primera Blue Cross. So she's the medical director of insurance business. So through her, I've learned a little bit about other places, but I'm going to talk about academic practice. And I think it's just great being in academics. Anybody here, sorry to the virtual people, I can't see you, but the folks in the audience, how many of you are thinking about academics? Okay, it looks like about half the room raised their hand. Great. Well, I hope that after my talk, you're still thinking about academics and maybe some of the others who didn't raise their hand might be thinking about it. I think there's great opportunities in academics. There's no one definition of what it means to be in academic practice, and I'll touch on that. And to survive and thrive, you really need to know the rules of the game. I think that's true whether you're in private practice or academic practice. You need a supportive environment. Mentorship is, of course, very important. If you're doing research, academics is a team sport. Medicine is a team sport, for that matter. You know, having collaborators really can make or break your career. And it takes persistence, especially if you're trying to do physician-scientist type work, getting research funded, because it is challenging to get research funded these days. So what to expect? You know, a lot of people think academic practice means you're a physician-scientist, and certainly that is a key part of academic medicine. But there's also the clinician-scholar pathway where there's a focus on medical education. The clinician-clinician is increasingly seen in academics. You know, I think when I started in academics, there were very few clinician-clinicians. And now I would say, at my institution, the majority of GI docs are actually clinician-clinicians. That's Samir Gupta in the photograph. He's actually not a clinician-clinician, but when I Googled, you know, colonoscopy, Samir's picture came up, and I'm like, okay, I'll put Samir up there. And then, you know, this isn't really an official track, but I serve in an administrative role, and I don't know if someday there will be an official clinician-administrator role. I put the question mark after it. But administrative contributions to academic medicine are being recognized more for promotion criteria than they were in the past. So I'm just going to touch on these tracks in a little more detail. So the physician-scientist traditionally is about 25 percent clinical, 75 percent research. You know, you need to have independent research funding in general to be in the physician-scientist path. So when you start off, they might give you protected time, but in general, you need to buy that protected time through grants. And that can be in basic research, translational research, clinical research, health services research. People, you know, try to get R01s, which are NIH grants or VA merit reviews to support their clinical — sorry, their research effort. The clinician-scholar, sometimes called clinician-teacher, clinician-educator, is about 80 percent clinical. And you're expected to produce scholarly output. And we'll talk more about what that means, but it's not just, you know, writing papers or, you know, it can be things like curriculum development, being fellowship program director, giving talks and the like. The clinician-clinician in my institution is 90 percent clinical. There's no expectation of scholarly output. And you still get to work with fellows. You can contribute to research programs. I have a number of clinicians at my VA in Seattle where I work. And, you know, they're doing something very similar to the clinician-educators. They just have a little bit more clinical work. And when it comes time for promotion, they're not judged on their scholarly output, but they still get to, you know, do research projects and QI projects and the like. And then, you know, I serve in a highly administrative role. At my institution, you can now be promoted based on your academic — or sorry, your administrative responsibilities, but it falls under the clinician-scholar track. So, if you're looking at an academic job and they're giving you a job offer, that job offer should outline what the expectations are. And you want to see if they align with what you want to do with your life. You know, how much clinical effort will there be? How much teaching effort? Will you have protected time? And if so, how much and for how long? You know, typically they'll say you need to have independent funding within three years. You know, you should be applying for a career development award, and we expect you to succeed at getting a career development award within X years, or maybe you have one already when you're starting. They might give you research support in terms of space, staff, slush funds, and the like. What kind of administrative support will you have? Of course, salary and benefits. And then there always is, you know, an attachment with what the promotion criteria are, and I urge you to read those. Look them up. Look it up for your institution. If you're wondering, can I succeed in academics? Take a look at the promotion criteria for an associate professor and see if that's something that you want to do with your life. You know, I think there's a lot of great opportunities and benefits, as I'll touch on over the next few minutes. When you're not on clinical time, you have a lot of autonomy in what you do with your protected time, and I think that's one of the real benefits of an academic career, is you can kind of shape it how you want to use it. Like, when I first started, I was 50% clinical, 50% research. It meant a month on service, scoping from 8 a.m. till 6 p.m., then rounding till 9 p.m., five days a week for, you know, six months out of the year. And the other time, when I wasn't on service, I was in clinic a half a day a week, but the rest of the time was mine. Of course, after a month of doing that, it took me a while to decompress, and it was a little tricky. Over time, I bought out my time from clinical work. But I was free to do what I wanted during that time. You just need to think about what are the promotion criteria. If you decide to stay home, paint your house, read a book, you're not going to get promoted. I mean, that's not how you need to use your protected time. You need to show some productivity. The academic clock is ticking, and I'll touch on that again a little later, but, you know, each institution has its own criteria for continuing in the tracks. You should be meeting with your boss at least once a year, you know, the division head, to see if you're on track to be promoted. And you can switch. So if you start off in the physician-scientist path and you say, this isn't for me, it doesn't mean you're going to get fired, you're going to be out of a job. Some people switch from physician-scientist to clinician-educator or from physician-scientist to clinician-clinician, or any of these switches are possible. But you need to understand the local rules around that. At my institution, if you switch tracks, you can't be promoted for three years. They don't want people just switching back and forth between tracks to try to get promoted and then go back to another track. It pauses promotion for three years. There are waivers that can be granted, though. And there can be postponement of things, like if you're pregnant, they can extend the academic clock, and there are other circumstances that extend that clock. So you really have to know the rules of the game if you want to succeed. And, you know, there are rules, just like in private practice or any other place, you know, you can run afoul of the rules of the game. And so I don't want to make it sound like academics is very strict and challenging. They're pretty straightforward on what the rules are. So, you know, each institution has its own. People talk about tenure, and people think tenure is really important. At my institution, tenure is not important at all. I mean, some people might have 10 percent tenure, which means that if they really screwed up, they couldn't be totally fired. They get 10 percent salary for life, but it's 10 percent of a history professor's salary, so, you know, you don't really want to live off of that. So, you know, think about what the rules are there. The promotion committees generally like to see research publications. That's more important for promotion. But that's, you know, if you're in the physician-scientist path, or, you know, less so in the clinician-educator path. What they're really looking for is that you've demonstrated excellence. That you've made a name for yourself, whether that's as a researcher, as a teacher, or as a clinician. Are you the person who does bariatric endoscopy, and people say that that's the go-to guy or gal for bariatric endoscopy? You know, so you can make a name for yourself locally, regionally, nationally. And for assistant professor, you just have to show potential. For associate professor, they want to see that you've made a name for yourself regionally. Do you get invited to give talks at CME courses? You know, are you, is your name recognized? When you're going up for professor, that's where they want to see that you've had some national or international recognition. Also on the criteria for promotion include DEI, service professionals, and like, are you a good citizen? Are you a good team player? If all you do is you do your clinical work, you write some papers, but you don't contribute to any committees, you're not working with the fellows, et cetera, you know, that counts against you. And I mentioned the clock. It's generally a seven-year clock for, you know, up or out. In my 24 years at the University of Washington, I've only seen one person who, that I knew who at the six-year mark was told, you know, you're just not cutting it, and that was in pathology. I've never heard of it happening in somebody in GI or medicine. Now, some people voluntarily decide this just isn't right for me, and they make a change in career. So I'm not going to read through this, but these are the criteria at the University of Washington. I get asked to write a lot of letters, and just the other day I was asked to write a promotion letter for somebody at my institution, and so I thought I would give you some of the bullet points. You know, they're looking for professionalism, outstanding clinical care, outstanding teaching, dissemination of high-quality scholarly work, but they also look at things like quality improvement projects, patient safety projects, and you don't have to check all the boxes on here. Just, you know, they want to see some examples where you are excelling in this. And again, you know, local, regional recognition as a clinician, educator, or administrator. Now, scholarship. I'm not going to read the list again, but it's broad. It's not just publications and grants. It's things like advocacy at the national level or consulting work with industry. Does industry come to you and ask you to provide input on their devices, their drugs, you know, getting awards for quality improvement projects or patient safety projects? Are you serving committees? Volunteer for the ASGE committees, you know? That's, like, one of the best things in my career ever. I'll touch on that again later. A lot of people, you know, think, and I would put myself in this same category, is, you know, you see these triple threats, the people who excel in clinical care, research, and teaching. You know, like, I can't be like that. You know, can I succeed in academics? I'm not a triple threat. You don't have to be. You know, those people are very, very rare. You need to excel in one of these areas and be very strong in the other two, you know? But this is something you learn. I wouldn't expect any fellow to go into an academic career and somebody called them a triple threat anytime soon. So don't be afraid of academics because, you know, you see these people. You can aspire to be like those people, but don't worry that you're not going to make it in academics because of the triple threats. I think it really helps if you have a good mentor or more than one mentor and you work toward excellence in your area, whether it's clinical work, teaching, or research. Early in my career, I was told that to get promoted, you need to keep an I Am Wonderful file. And so I literally had a file folder that I, you know, felt a little silly, but, you know, like the I Am Wonderful. When you get the letters from the course director that says your talk was good or patient thank you letters or whatever you get, you know, some awards, some recognition, just drop it in that file now electronically. And then when it comes time for promotion, you pull that out and it helps you put your promotion packet together a lot easier. But you got to start at the beginning because it's too easy to struggle. It makes it much easier when you're putting that promotion packet together if you thought about it from the beginning. Also, think about who you want to write your promotion letters. You know, it's not just people who know you well who write promotion letters. It's people who know of your work or even sometimes people who don't know you at all. But you get to suggest people who could write your promotion letters. So I get asked to write letters from people I don't know at all, and I go to their section and I showed interest in their poster and they say, you know, Dr. Dominance, you know, you came to my poster, I'm doing this work, I'm up for promotion. Would you be willing to write a letter for me? And, you know, that's the kind of thing that people do and it helps them get those letters. And I write a lot of letters for people, you know, and I hope that it helps them. In general, I think it does. I don't always say yes, but, you know, just be thinking about that if you're in academics. You know, if you're in a network. So I'm going to touch on some of those points in a little more detail. So finding a mentor is kind of like dating. You know, not everyone's a good match. Just because somebody's a great mentor and does research in your area, it doesn't necessarily mean that they're going to be a good mentor for you. Mentorship styles can differ for different, you know, what one person needs may be very different from what another person needs. It really helps to have your mentor near you, but it's not mandatory. When I went from the University of, I actually kept my mentor at Duke, Dawn Provenzali. She mentored me for 28 years. I had a mentor locally in Seattle that was assigned to me, and it was fine, he was okay, but nothing like Dawn. So I kept getting my mentorship from, you know, my original mentor. And you can have more than one mentor. You can have mentors for different aspects of your career, you know, somebody to help you with your endoscopy, someone with research, someone with life coaching. But as a mentee, you have some obligations as well. So the mentor gives you, supports you, you know, gives to you and supports you. It's a collaboration. Now, they're going to teach you, they may have ideas for research. I remember Dawn gave me this idea for a research project, and I wasn't that thrilled with it, you know, but it was something she wanted and needed to have done. And, you know, I did it, and I learned a tremendous amount from it. And I think it really helped her for me to work on that project. And so in the end, it was great for me to do that. And, you know, we had a great relationship. Unfortunately, she passed away a few months ago. But, you know, you need to take responsibility as the mentee for what your role is, and don't expect the mentor to do all the heavy lifting. If you want to excel in clinical work, you know, I think this, I may be stating the obvious, but you want to make sure you have the right training. You know, if you want to do advanced endoscopy, get the right training, hepatology, IBD, maintain your skills. You know, if you want to be an exceptional bariatric surgeon, or sorry, bariatric endoscopist, you don't want to be at a place that only has skinny people, right? You know, make sure you have the population that you're going to work on. Develop your focus. It really helps to have a niche, but you can build a niche. I mean, you know, when I was a fellow, EUS was brand new, you know, and there was one of the junior faculty went off to learn how to do EUS and bring it back. There's always something new like that coming along in endoscopy, so don't be afraid to take some time to go somewhere else, learn a new skill, bring it back to your institution. ASGE has star courses, you know, ESD and all these other things, so bring something back to your institution where you become the go-to person for these new procedures. If you want to be exceptional at teaching, you have to, of course, know the topic that you're teaching. You have to master that topic, and you need to be patient. It never ceases to amaze me how the junior faculty, who typically are people that were my fellow, you know, three years earlier as a first-year fellow, they say, wow, I had no idea how hard it is to work with a first-year fellow. You must be incredibly patient, you know, like they can't get out of their rectum, and you just stand there, and you watch, and you give them some advice, you know, it's like you just want to grab the scope, you know, like the new faculty, like, God, how do you not grab the scope from them right away? It takes patience. It takes time and effort. It is rewarding, and medical education is evolving. I mean, think about just the last two years, how much has changed with the pandemic and how we're doing medical education, and I don't think we've perfected it. I'm sure you would agree. There's still more to learn. We're always learning how to teach endoscopy, how to do it better, you know, how do you make it safer, simulation work, and, you know, I don't know if any of my former fellows are in the room, but, you know, I know I expect a lot from the trainees. I can be a bit harsh in that way, but, you know, because I have really high expectations for people. The patients come first, you know, but you have to be prepared for some people not to meet your expectations, and how are you going to deal with that? And for research excellence, I think strong mentorship is really critical. Assess the environment. You know, I don't think it's a great idea to go pursue a research career in a place that doesn't have a good track record of supporting people in research. You know, when I was looking at places for my first job, the research support was really critical. The Seattle VA had a really strong health services research group, and, you know, that was also, Sam Lee was the chief of GI, so, you know, there was great pathology, great radiology, great research infrastructure, et cetera, that I think helped me to be successful. And then, of course, you need to write grants. You need to publish, and it does require determination and persistence because funding levels are not where we would hope they would be. At the start of your career, you know, as I said, there's always new techniques and applications to think about doing research on some of these new techniques. Find a question that excites you, and then learn how to answer that question properly. I used to chair the ASG research committee, and it's further to serve with me on that. You know, we get a lot of really bad research applications. You can tell an application, a grant, from somebody who has some background, who spent the time putting that grant together from someone who didn't. And so, you know, half of the grants that come in are, frankly, quite bad. Don't let yourself be in that group. Learn how to put in the one that's in the half that will have a chance at getting funded. Get help from people writing grants. There's a lot of people out there who will help you read your grant. And then, once you do the work, make sure you publish your results. The mentor, you know, can help you along, but it's up to you to write that paper. And you know, I kind of touched on a lot of these points, but there's grant workshops. You know, find someone who's got a track record of success in writing grants to help you. You can start small. Institutional grants, foundation grants, I mean, you know, my first grant was a $2,000 grant from the ACG. I got a grant from GlaxoWelcome for like $40,000, you know, through these. It's a pharma company. And then, you work your way up into federal grants and whatnot. I hate writing. I mean, I kind of enjoy it sometimes, but I generally get bogged down in the details. I'm really perfectionistic, and I have what one of my colleagues refers to as publication dystocia or manuscript dystocia. The paper gets stuck before it goes out to being submitted. You know, you want to write concisely. You got to publish the results, though, especially, you know, in academics, that's the currency of the realm, if you will, get help from your colleagues and your mentors. And don't be afraid. You know, you're going to get criticism. You're going to get people saying things about your paper that are just frankly wrong. The reviewer didn't read your paper properly. You said it right. You got to develop a little bit of a Teflon coating and let that stuff just slide off your back. I'm not very good. I'm like the pot calling the kettle black here. You know, I'm not very good at this, but I'm trying to learn. But I think what's really critical in academics is to build your reputation, whether that's clinical, teaching, research. Share your expertise. Volunteer to speak at CME programs. You know, some of my earliest talks were at PA programs, like PAs had a CME program, nursing programs. That's a little less stressful than going to DDW and giving a talk. You know, volunteer for committees, like I said before, ASGE has some great committees. The Standards of Practice Committee, I was fortunate to serve on here for the ASGE for a number of years. And I'm in a room with 14 people who are like the smartest people from different practices, and I learned so much from them about clinical GI. I just couldn't think of a better committee to be on than Standards of Practice. Try to develop your niche and collaborate widely. So my mentor, I had a couple, John Bailey, some of you may know. He was at Duke when I was there, and John taught me a great deal about endoscopy, about life. Unfortunately, he left us too soon a couple years ago. And Don Provenzale, I mentioned, also passed earlier this year. You know, I was very fortunate to have these people mentoring me. I think it helps to have formal training. It's not a definite, it's not a mandatory, but it's a definite plus. Duke had a training program in health services research that I did. And there's the Robert Wood Johnson Clinical Scholars Program. There's medical education classes and formal degrees. If you're going into administration, there's MBAs and MHAs. And now, in the last couple of minutes, I just want to reflect a little bit about what I really like about academic GI. You get to have tremendous impact. Not to say that clinical practice doesn't have tremendous impact. I mean, taking care of an individual patient is incredibly rewarding, and it's the highlight of what I do on a day-to-day basis. You know, scoping someone, taking care of an individual patient is incredibly rewarding. But when I look back over, you know, several years of my career, I like to think about the things I did to change policy or research that changes the practice of medicine. So I think you can have a different kind of impact in academic GI, even, you know, educating fellows. You think about how many fellows you were able to impart. One of the fellows came up to me a few years back and said, every time she does colonoscopy, she hears my voice saying, you know, scope like it's your grandmother. You know, like, do the quality colonoscopy like it's your grandmother. And you know, what I said is, you know, some people hate their mother, so I don't say scope like it's your mother. But everybody loves their grandmother, you know, so. And you know, when she said that, it really touched me. You know, she still thinks that years after scoping, after being my fellow. You get to conduct research, work on policy. And you know, if you're in an administrative role, you get to foster an environment that makes that possible. Chief of GI, you know, chief of GI is a terrible job. I did it for 10 years. It's terrible, except you're helping the other people around you to do these other things, you know. So why do I love my job? You know, I get to work with my hands on my mind. Doing colonoscopy is one of my favorite things of all time. You get to collaborate with some brilliant people. I just, you know, have collaborators all over the world that teach me so much. And you get to make friends all over the world. You get to play with cutting edge technology. Just a couple of days ago, I had a disposable endoscope company come to see me with their prototype. I am constantly learning and growing through this job. And you know, I talked about the satisfaction of training fellows. Every day is different. It's never boring. It's very hard, but it's never boring. And I get this personal fulfillment from working to improve care for patients beyond my individual patients. Now, I'm not going to take time to go through the contest stuff on this slide. You heard Fergus say that I'm the executive director for a GI for the VA. So there's about 1,000 endoscopists in the VA, and we have openings. So if you're thinking about the VA, a lot of good reasons to work for the VA. I think there's no better mission than taking care of our veterans. I love taking care of the veterans. They're incredible patients. And we have research opportunities, teaching opportunities for the largest healthcare system in the US. And we have some great colleagues. Not to say that the VA is perfect. We can talk later if you want. Come find me or email me. We can talk about the pros and cons of the VA. We have education debt reduction program, telework opportunities, et cetera. Now, people often think that academics isn't going to pay enough for me to do what I want to do with my life. So I thought I'd share with you the AAMC data. I don't know if I'm allowed to do this, but the AAMC data on what physician GI salaries are. This is from 2018-19, average across the nation. So assistant professor average is $312,000 a year, associate $371,000, professor $385,000. That's a really good living. I mean, you're in the 1%, right? Could you make more money? Sure. Do you need more money? I don't know. Do you? You know? So I work on something called the CONFIRM study. We have these amazing team of folks that I collaborate with. At the peak when the study was recruiting, 200 employees working for me and Doug Robertson. Also I'm just showing a bunch of pictures here of some of the highlights of what I think about. Now, this was actually at the IT&T. I don't know if Colleen Schmidt's in the room, but Colleen and I worked on this course with Doug Rex and a number of others, and it was a lot of fun. Also the research committee, I was on with Virga. I don't know, Virga, are you in that picture? Yeah, there you are, second from the right. And I was on GIE. I don't mean to sound like I'm bragging. I mean, this is what, in academics, you network with people, and you get lots of opportunities. You make friends all over. So boat ride in Lake Michigan, ride the ducks in San Francisco. The VA sent me to the Harvard Kennedy School for a month to learn about leadership training. I do site visits across VAs. When the hurricanes hit New Orleans, they had to build a new hospital. They brought me in to come look at the endoscopy unit I was being built, give advice on that. Joseph Sung invited me to Hong Kong to teach in his live endoscopy course. It was amazing going to Hong Kong and teaching, and with my colon cancer work, we have this group of people doing randomized trials of colonoscopy. We met in Oslo a couple of years ago, actually four years ago, and then just before the pandemic, we met in Lillehammer. I got to go down the bobsled, the Olympic bobsled run, you know, fun parts of academics. And Kudo invited me out to Japan to talk. And then I took my family on an around-the-world trip. I took eight weeks off from work, and my wife and I and our four kids went all over. And I had friends all over the world who showed us around, you know, in London, in the Netherlands, in Israel, in Hawaii. But ultimately, it's about your family. I've got, as I said, my wife and four kids. And in academics, I've been able to provide for them and have just an amazing career. I just love academics. So academics is a calling. It's not for everybody. And if you don't want to do it, that's okay. But there's no one single model. Don't think you have to be a physician scientist. You can craft something that might suit you better. It just opens up lots of possibilities. And you know, you get to work with so many different people. You can publish. You can teach, et cetera. Just follow your passion. It never gets boring in academics. Thank you. Got a couple of minutes for questions. I don't know. I'm going to start. I hope you're going to stick with me in our virtual world. I'm just going to ask a question. There are a couple of questions. And so Ali Saroosh is asking, how do you deal with manuscript dystocia? So the question is, how do you deal with manuscript dystocia? Well, you know what? I collaborate. Like, I have a colleague who is, I consider her a closer. So Cynthia Koh is at the University of Washington, and we work on papers and it's like, I can, I'm a good editor, but I sometimes have that writer's block and stuff, and Cynthia and I have worked on some papers, and she's a closer, and I know where my weaknesses are and where her strengths are, and that helps us get papers out. Same with like Doug Robertson, I do a lot of work with. You have another question? Will there be opportunities to work as 0.1 to 0.2 FTE in academic affiliated hospitals? Will we be held to academic expectations in such settings? So the question is, can you serve like part-time in an academic setting, like a 0.1 or a 0.2 FTE in academics? Well, you know, in the VA, we certainly have people who are 0.1, 0.2, but they would be doing mostly clinical work. I don't know if you could be in private practice 80% and be 20% university, and you know, you would probably be in the clinician-clinician pathway most likely, I'm guessing. I don't know, there may be other examples where people are doing research, but getting promoted in the clinician-clinician path is completely different than what I was talking about before. You know, people, you know, can be in private practice and have an affiliated appointment with the university that isn't held to those kinds of standards. And you can be a assistant professor for life. You wouldn't get fired for, you know, but I'm curious, Ferga may have comments from Mayo Clinic on something like that. I don't know if there's other models out there. Are there other questions from the virtual audience? Any questions from the live audience? Yes. I look at research sometimes like fishing. Go do a lot of fishing, you never catch any fish. Does it get frustrating when you never catch any fish, you never catch the big one? Yeah, so the comment is that research can be a lot like fishing. You know, if you're like, sometimes when you go fishing, you don't catch things. That's why they call it fishing, not catching. And if you're doing research, you know, you write a grant and it doesn't get funded the first time around usually, and you resubmit and it likely may not get funded the second time, and you do the third time, and if it doesn't get funded, well then you usually get three chances, and then you gotta move on to a different research question. Like in the VA, two strikes, you're out on that research question. You have to at least change the name of the project. But you know, and for some people, you know, they're just passionate about some topic and they just don't get funded. And it could be that it's just the timing's not right, or maybe the grant writing isn't right. But you know, whoever, or they're sending it to the wrong funding agency. So that's where mentorship comes into play. If you have good mentorship, they should help keep you out of trouble in that regard. I think we're out of time, but I'm happy to talk to you one-on-one, and for the virtual audience, feel free to email me if you wanna talk. We can set something up. I hope you'll all consider an academic career. We definitely need people in academics. We also need people in private practice and elsewhere. But I hope you'll consider academics. Thank you.

academic practice

promotion criteria

supportive environments

mentorship

clinical care

research

financial aspects