In summary, big universities are more likely to have divisions than small schools regardless of location or funding, and these divisions are more likely to include the more exotic, more technical, or more narrowly defined subspecialties. In addition, aspects of pediatric practice addressed to care in general may be found more in big departments, perhaps to provide identity and enforce the provision of such care. When small schools have divisions, they are in the more established subspecialties. Divisions are generally viewed as a means of enhancing departmental growth, especially by those who have them; those who do not have them do not ordinarily believe them to be useful.

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