Dr. Surjith Vattoth, MD, FRCR, is a Professor of Radiology and Nuclear Medicine, Division of Neuroradiology at Rush University Medical Center in Chicago, IL. His prodigious contributions to the field of neuroradiology are reflected in his impressive portfolio of over 78 peer-reviewed articles, 313 book chapters, innumerable educational exhibits and lectures, establishing him as a distinguished educator and expert in the fields of adult and pediatric neuroradiology, and head and neck imaging. Dr. Vattoth’s contributions as lead author in the latest editions of Elsevier Imaging Anatomy series: Head & Neck and Diagnostic Imaging Series Head & Neck book, and as a cover author for the Diagnostic Imaging: Brain, Diagnostic Imaging: Pediatric Neuroradiology, and prior edition of  Imaging Anatomy series: Head and Neck books, has been instrumental in shaping the educational experience of the readers, Additionally, Dr. Vattoth’s contributions to neuroradiology sections in STATdx (a widely-used decision support tool) and as  Elsevier Master Author Consultant in Head and Neck Imaging have had far-reaching effects. His exceptional passion and expertise continue to inspire the next generation of radiologists and educators. I had the opportunity to interview Dr. Vattoth about his journey and insights into effective education in radiology.

Can you describe the path that led you to become an educator, and how your experiences have shaped your approach to teaching and mentoring in your field?

In 2000, I began my radiology residency in the southern state of Kerala, India. While in residency, I discovered a passion for teaching medical students, neurology residents, neurosurgery residents, and radiology technologists, despite not having an initial interest in conducting basic research. I found that teaching small topics not only improved my own skills as a resident but also contributed to our collective growth as a team. However, I felt that my true academic potential had yet to be fully realized during my residency. It was not until I pursued a neuroradiology fellowship at the Sree Chitra Tirunal Institute for Medical Sciences and Technology, an Institution of National Importance, that everything changed. Surrounded by dedicated and experienced educators, I learned the invaluable lesson to surround oneself with those who are smarter. This extremely academic environment fostered my true calling as an educator in radiology. The cycle of reading (building knowledge base), writing (unique case reports, case series or educational exhibits), and teaching that I had developed during my neuroradiology fellowship continued to shape my growth as an educator, even as I transitioned to another academic institution in Kuwait to start my first job after training. There, I was able to further hone my skills as a teacher and mentor to radiology residents and fellows. Through my experiences as an educator in both India and Kuwait, I have come to appreciate the transformative power of mentorship and the importance of fostering a culture of lifelong learning in the medical profession. It is my belief that the key to success in radiology (and any medical field for that matter) lies not only in acquiring knowledge and technical skills, but also in cultivating a deep sense of curiosity, humility, and empathy for patients and colleagues alike.

Can you discuss the widening scope of your experiences as an educator, from teaching medical students, residents, fellows, radiology technologists, to contributing to the creation of textbooks for a wider audience?

Another major milestone that elevated the scope of my role was during my fellowships and faculty role at the University of Alabama at Birmingham (UAB). I was fortunate to be mentored by experts in the field who provided me with invaluable opportunities including writing chapters for Imaging Anatomy: Head & Neck after a few years of leaving UAB, which stemmed from the collaboration with my mentors in authoring journal articles, educational exhibits and book chapters while at UAB. Gaining the confidence of my seniors that I could be reliably put in charge of educational projects which they had in mind, but did not have the time or energy to execute, was the stepping stone. This experience proved to be a turning point in my journey, as it unveiled my passion for writing, in addition to my love for teaching and learning. I initially wrote four chapters in just a few weeks, but soon the scope of my work expanded to 20 chapters which was one-third of the book which made me a cover author of the book. This passionate and timely authoring led to further opportunities in other books through internal recommendations. I firmly believe that finding supportive mentors who are willing to offer opportunities is vital to career development. When given the chance, it is important to be proactive, prompt, and derive enjoyment from the work being done.

What is your advice regarding establishing an online educational presence?

I believe that social media can be an incredibly powerful tool for learning, if used correctly. I recommend being active on platforms such as X (formerly Twitter), where you can find many valuable educational discussions like “Case of the Day” or “Case of the Week.” It’s a great way to stay current and learn from others in the field. Follow mentors, senior colleagues, and educators who are sharing interesting cases and discussions. The key is to engage, ask questions, and collaborate. Don’t just use social media for self-promotion—use it to enhance your knowledge, network, and contribute to the community. Social media educational posts are viewed by a large number of trainees and physicians who use it for better patient care, and the happiness that brings as an educator is immense.

Can you please elaborate on any obstacles you may have encountered during this journey and how you were able to surmount them?

I’ve certainly faced my share of obstacles. There were many times when I was passed over for opportunities like writing or speaking engagements. But rather than letting that discourage me, I focused on the opportunities I did have, no matter how small they seemed. I worked hard with the resources available to me, and over time, larger opportunities started to come my way. The key was perseverance and seeking out mentors and colleagues from whom I could learn, like through the writing opportunities for Imaging Anatomy: Head & Neck. Through consistent effort and collaboration, I was able to overcome these challenges and grow into more significant roles and take on more responsibilities.

What advice would you offer to trainees who are pursuing a career in neuroradiology, based on your experience?

My advice, as I had alluded to before, is to always have passion and a thirst for knowledge. Curiosity, humility, and empathy are also essential traits, not just for yourself but also in how you approach your patients and colleagues. Whatever opportunity you get, whether as a medical student or a trainee, do your best with it. Work hard, be diligent, and deliver timely results. Always look for incremental gains—small steps that lead to bigger responsibilities and opportunities. And most importantly, don’t be afraid to ask for help. Understand that your mentors are very busy professionally, and they will keep on assigning you bigger roles if you can take their guidance and execute projects above and beyond their expectations. Learning from your mentors and collaborating with your colleagues will take you a long way. Be ready to be a lifelong learner because to be a successful educator, you can only teach what you know.