curriculum vitae format for research paper

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Academic CV (Curriculum Vitae) for Research: CV Examples

What is an academic CV (or research CV)?

An academic CV or “curriculum vitae” is a full synopsis (usually around two to three pages) of your educational and academic background. In addition to college and university transcripts, the personal statement or statement of purpose , and the cover letter, postgraduate candidates need to submit an academic CV when applying for research, teaching, and other faculty positions at universities and research institutions. 

Writing an academic CV (also referred to as a “research CV” or “academic resume”) is a bit different than writing a professional resume. It focuses on your academic experience and qualifications for the position—although relevant work experience can still be included if the position calls for it. 

What’s the difference between a CV and a resume?

While both CVs and resumes summarize your major activities and achievements, a resume is more heavily focused on professional achievements and work history. An academic CV, on the other hand, highlights academic accomplishments and summarizes your educational experience, academic background and related information.

Think of a CV as basically a longer and more academic version of a resume. It details your academic history, research interests, relevant work experience, publications, honors/awards, accomplishments, etc. For grad schools, the CV is a quick indicator of how extensive your background is in the field and how much academic potential you have. Ultimately, grad schools use your academic resume to gauge how successful you’re likely to be as a grad student.

Do I need an academic CV for graduate school?

Like personal statements, CVs are a common grad school application document (though not all programs require them). An academic CV serves the same basic purpose as a regular CV: to secure you the job you want—in this case, the position of “grad student.” Essentially, the CV is a sales pitch to grad schools, and you’re selling yourself !

In addition to your college transcripts, GRE scores, and personal statement or statement of purpose , graduate schools often require applicants submit an academic CV. The rules for composing a CV for a Master’s or doctoral application are slightly different than those for a standard job application. Let’s take a closer look.

Academic CV Format Guidelines

No matter how compelling the content of your CV might be, it must still be clear and easy for graduate admissions committee members to understand. Keep these formatting and organization tips in mind when composing and revising your CV:

• Whatever formatting choices you make (e.g., indentation, font and text size, spacing, grammar), keep it consistent throughout the document.
• Use bolding, italics, underlining, and capitalized words to highlight key information.
• Use reverse chronological order to list your experiences within the sections.
• Include the most important information to the top and left of each entry and place associated dates to the right.
• Include page numbers on each page followed by your last name as a header or footer.
• Use academic verbs and terms in bulleted lists; vary your language and do not repeat the same terms. (See our list of best verbs for CVs and resumes )

How long should a CV be?

While resumes should be concise and are usually limited to one or two pages, an academic CV isn’t restricted by word count or number of pages. Because academic CVs are submitted for careers in research and academia, they have all of the sections and content of a professional CV, but they also require additional information about publications, grants, teaching positions, research, conferences, etc. 

It is difficult to shorten the length without shortening the number of CV sections you include. Because the scope and depth of candidates’ academic careers vary greatly, academic CVs that are as short as two pages or as long as five pages will likely not surprise graduate admissions faculty.

How to Write an Academic CV

Before we look at academic CV examples, let’s discuss the main sections of the CV and how you can go about writing your CV from scratch. Take a look at the sections of the academic CV and read about which information to include and where to put each CV section. For academic CV examples, see the section that follows this one.

Academic CV Sections to Include (with Examples)

A strong academic CV should include the following sections, starting from the top of the list and moving through the bottom. This is the basic Academic CV structure, but some of the subsections (such as research publications and academic awards) can be rearranged to highlight your specific strengths and achievements. 

• Contact Information
• Research Objective or Personal Profile
• Education Section
• Professional Appointments
• Research Publications
• Awards and Honors
• Grants and Fellowships
• Conferences Attended
• Teaching Experience
• Research Experience
• Additional Activities
• Languages and Skills

Now let’s go through each section of your academic CV to see what information to include in detail. 

1. Contact Information

Your academic curriculum vitae must include your full contact information, including the following: 

• Professional title and affiliation (if applicable)
• Institutional address (if you are currently registered as a student)
• Your home address
• Your email address
• Your telephone number
• LinkedIn profile or other professional profile links (if applicable)

In more business-related fields or industries, adding your LinkedIn profile in your contact information section is recommended to give reviewers a more holistic understanding of your academic and professional profile.

Check out our article on how to use your LinkedIn profile to attract employers .

2. Research Objective or Personal Profile

A research objective for an academic CV is a concise paragraph (or long sentence) detailing your specific research plans and goals.

A personal profile gives summarizes your academic background and crowning achievements.

Should you choose a research objective or a personal profile?

If you are writing a research CV, include a research objective. For example, indicate that you are applying to graduate research programs or seeking research grants for your project or study

A research objective will catch the graduate admission committee’s attention and make them want to take a closer look at you as a candidate.

Academic CV research objective example for PhD application  

MA student in Sociology and Gender Studies at North American University who made the President’s List for for six consecutive semesters seeking to use a semester-long research internship to enter into postgraduate research on the Impetus for Religious In-groups in Eastern Europe in the Twentieth Century.

Note that the candidate includes details about their academic field, their specific scholastic achievements (including an internship), and a specific topic of study. This level of detail shows graduate committees that you are a candidate who is fully prepared for the rigors of grad school life. 

While an academic CV research objective encapsulates your research objective, a CV personal profile should summarize your personal statement or grad school statement of purpose . 

Academic CV personal profile example for a post-doctoral university position

Proven excellence in the development of a strong rapport with undergraduate students, colleagues, and administrators as a lecturer at a major research university. Exhibits expertise in the creation and implementation of lifelong learning programs and the personalized development of strategies and activities to propel learning in Higher Education, specifically in the field of Education. Experienced lecturer, inspirational tutor, and focused researcher with a knack for recognizing and encouraging growth in individuals. Has completed a Master’s and PhD in Sociology and Education with a BA in Educational Administration.

What makes this CV personal profile example so compelling? Again, the details included about the applicant’s academic history and achievements make the reader take note and provide concrete examples of success, proving the candidate’s academic acumen and verifiable achievements.

3. Education Section

If you are applying to an academic position, the Education section is the most essential part of your academic CV.

List your postsecondary degrees in reverse chronological order . Begin with your most recent education (whether or not you have received a degree at the time of application), follow it with your previous education/degree, and then list the ones before these.

Include the following educational details:

• Year of completion or expected completion (do not include starting dates)
• Type of Degree
• Any minor degrees (if applicable)
• Your department and institution
• Your honors and awards
• Dissertation/Thesis Title and Advisor (if applicable)

Because this is arguably the most important academic CV section, make sure that all of the information is completely accurate and that you have not left out any details that highlight your skills as a student. 

4. Professional Appointments

Following the education section, list your employment/professional positions on your academic CV. These should be positions related to academia rather than previous jobs or positions you held in the private section (whether it be a chef or a CEO). These appointments are typically tenure-track positions, not ad hoc and adjunct professor gigs, nor TA (teacher assistant) experience. You should instead label this kind of experience under “Teaching Experience,” which we discuss further down the list.

List the following information for each entry in your “Professional Appointments” section:

• Institution (university/college name)
• Department 
• Your professional title
• Dates employed (include beginning and end dates)
• Duties in this position

5. Research Publications

Divide your publications into two distinct sections: peer-reviewed publications and other publications. List peer-reviewed publications first, as these tend to carry more weight in academia. Use a subheading to distinguish these sections for the reader and make your CV details easier to understand.

Within each subsection, further divide your publications in the following order:

• Book chapters
• Peer-reviewed journal articles
• Contributions to edited volumes equivalent to peer-reviewed journals

All of your other research publications should be put into a subcategory titled “Other Publications.” This includes all documents published by a third party that did not receive peer review, whether it is an academic journal, a science magazine, a website, or any other publishing platform. 

Tip: When listing your publications, choose one academic formatting style ( MLA style , Chicago style , APA style , etc.) and apply it throughout your academic CV. Unsure which formatting style to use? Check the website of the school you are applying to and see what citation style they use.

6. Awards and Honors

This section allows you to show off how your skills and achievements were officially acknowledged. List all academic honors and awards you have received in reverse chronological order, just like the education and professional appointments sections. Include the name of the award, which year you received it, and the institution that awarded it to you.

Should you include how much money you were awarded? While this is not recommended for most academic fields (including humanities and social sciences), it is more common for business or STEM fields.

7. Fellowships and Grants

It is important to include fellowships and grants you received because it evidences that your research has been novel and valuable enough to attract funding from institutions or third parties.

Just like with awards and honors, list your grants and fellowships in reverse chronological order. Enter the years your fellowship or grant spanned and the name of the institution or entity providing the funding. Whether you disclose the specific dollar amount of funding you received depends on your field of study, just as with awards and honors.

8. Conferences Attended

Involvement in academic conferences shows admissions committees that you are already an active member of the research community. List the academic conferences in which you took part and divide this section into three subsections:

• Invited talks —conferences you presented at other institutions to which you received an invitation
• Campus talks —lectures you gave on your own institution’s campus
• Conference participation —conferences you participated in (attended) but gave no lecture

9. Teaching Experience

The “Teaching Experience” section is distinct from the “Professional Appointments” section discussed above.  In the Teaching Experience CV section, list any courses you taught as a TA (teacher’s assistant) you have taught. If you taught fewer than ten courses, list all of them out. Included the name of the institution, your department, your specific teaching role, and the dates you taught in this position. 

If you have a long tenure as an academic scholar and your academic CV Appointments section strongly highlights your strengths and achievements, in the Teaching Experience sections you could list only the institutions at which you were a TA. Since it is likely that you will be teaching, lecturing, or mentoring undergraduates and other research students in your postgraduate role, this section is helpful in making you stand out from other graduate, doctoral, or postdoctoral candidates.

10. Research Experience

In the “Research Experience” section of your CV, list all of the academic research posts at which you served. As with the other CV sections, enter these positions in reverse chronological order.

If you have significant experience (and your academic CV is filling up), you might want to limit research and lab positions to only the most pertinent to the research position to which you are applying. Include the following research positions:

• Full-time Researcher
• Research Associate
• Research Assistant

For an academic or research CV, if you do not have much research experience, include all research projects in which you participated–even the research projects with the smallest roles, budget, length, or scope. 

11. Additional Activities

If you have any other activities, distinctions, positions, etc. that do not fit into the above academic CV sections, include them here.

The following items might fit in the “Additional Activities” section:

• Extracurriculars (clubs, societies, sports teams, etc.)
• Jobs unrelated to your academic career
• Service to profession
• Media coverage
• Volunteer work

12. Languages and Skills

Many non-academic professional job positions require unique skillsets to succeed. The same can be true with academic and research positions at universities, especially when you speak a language that might come in handy with the specific area of study or with the other researchers you are likely to be working alongside.

Include all the languages in which you are proficient enough to read and understand academic texts. Qualify your proficiency level with the following terms and phrases:

• IntermediateNative/bilingual in Language
• Can read Language with a dictionary
• Advanced use of Language
• Fully proficient in Language
• Native fluency in Language
• Native/Bilingual Language speaker

If you only have a basic comprehension of a language (or if you simply minored in it a decade ago but never really used it), omit these from this section. 

Including skills on an academic CV is optional and MIGHT appear somewhat amateur if it is not a skill that is difficult and would likely contribute to your competency in your research position. In general, include a skill only if you are in a scientific or technical field (STEM fields) and if they realistically make you a better candidate.

13. References 

The final section of your academic CV is the “References” section. Only include references from individuals who know you well and have first-hand experience working with you, either in the capacity of a manager, instructor, or professor, or as a colleague who can attest to your character and how well you worked in that position. Avoid using personal references and never use family members or acquaintances–unless they can somehow attest to your strength as an academic.

List your references in the order of their importance or ability to back up your candidacy. In other words, list the referrers you would want the admissions faculty to contact first and who would give you a shining review. 

Include the following in this order:

• Full name and academic title
• Physical mailing address
• Telephone number
• Email address

Academic CV Examples by Section 

Now that you have a template for what to include in your academic CV sections, let’s look at some examples of academic CV sections with actual applicant information included. Remember that the best CVs are those that clearly state the applicant’s qualifications, skills, and achievements. Let’s go through the CV section-by-section to see how best to highlight these elements of your academic profile. Note that although this example CV does not include EVERY section detailed above, this doesn’t mean that YOU shouldn’t include any of those sections if you have the experiences to fill them in.

CV Example: Personal Details (Basic)

Write your full name, home address, phone number, and email address. Include this information at the top of the first page, either in the center of the page or aligned left.

• Tip: Use a larger font size and put the text in bold to make this info stand out.

CV Example: Profile Summary (Optional)

This applicant uses an academic research profile summary that outlines their personal details and describes core qualifications and interests in a specific research topic. Remember that the aim of this section is to entice admissions officials into reading through your entire CV.

• Tip: Include only skills, experience, and what most drives you in your academic and career goals.

CV Example: Education Section (Basic)

This applicant’s academic degrees are listed in reverse chronological order, starting with those that are currently in progress and recently completed and moving backward in time to their undergraduate degrees and institutions.

• Include the name of the institution; city, state, and country (if different from the institution to which you are applying); degree type and major; and month/year the degree was or will be awarded.
• Provide details such as the title of your thesis/dissertation and your advisor, if applicable.
• Tip: Provide more details about more recent degrees and fewer details for older degrees.

CV Example: Relevant Experience (Basic)

List professional positions that highlight your skills and qualifications. When including details about non-academic jobs you have held, be sure that they relate to your academic career in some way. Group experiences into relevant categories if you have multiple elements to include in one category (e.g., “Research,” “Teaching,” and “Managerial”). For each position, be sure to:

• Include position title; the name of organization or company; city, state, and country (if different from the institution to which you are applying); and dates you held the position
• Use bullet points for each relevant duty/activity and accomplishment
• Tip: For bulleted content, use strong CV words , vary your vocabulary, and write in the active voice; lead with the verbs and write in phrases rather than in complete sentences.

CV Example: Special Qualifications or Skills (Optional)

Summarize skills and strengths relevant to the position and/or area of study if they are relevant and important to your academic discipline. Remember that you should not include any skills that are not central to the competencies of the position, as these can make you appear unprofessional.

CV Example: Publications (Basic)

Include a chronological (not alphabetical) list of any books, journal articles, chapters, research reports, pamphlets, or any other publication you have authored or co-authored. This sample CV does not segment the publications by “peer-reviewed” and “non-peer-reviewed,” but this could simply be because they do not have many publications to list. Keep in mind that your CV format and overall design and readability are also important factors in creating a strong curriculum vitae, so you might opt for a more streamlined layout if needed.

• Use bibliographic citations for each work in the format appropriate for your particular field of study.
• Tip: If you have not officially authored or co-authored any text publications, include studies you assisted in or any online articles you have written or contributed to that are related to your discipline or that are academic in nature. Including any relevant work in this section shows the faculty members that you are interested in your field of study, even if you haven’t had an opportunity to publish work yet.

CV Example: Conferences Attended (Basic)

Include any presentations you have been involved in, whether you were the presenter or contributed to the visual work (such as posters and slides), or simply attended as an invitee. See the CV template guide in the first section of this article for how to list conference participation for more seasoned researchers.

• Give the title of the presentation, the name of the conference or event, and the location and date.
• Briefly describe the content of your presentation.
• Tip: Use style formatting appropriate to your field of study to cite the conference (APA, MLA, Chicago, etc.)

CV Example: Honors and Awards (Basic)

Honors and awards can include anything from university scholarships and grants, to teaching assistantships and fellowships, to inclusion on the Dean’s list for having a stellar GPA. As with other sections, use your discretion and choose the achievements that best highlight you as a candidate for the academic position.

• Include the names of the honors and official recognition and the date that you received them.
• Tip: Place these in order of importance, not necessarily in chronological order.

CV Example: Professional/Institutional Service (Optional)

List the professional and institutional offices you have held, student groups you have led or managed, committees you have been involved with, or extra academic projects you have participated in.

• Tip: Showing your involvement in campus life, however minor, can greatly strengthen your CV. It shows the graduate faculty that you not only contribute to the academic integrity of the institution but that you also enrich the life of the campus and community.

CV Example: Certifications and Professional Associations (Optional)

Include any membership in professional organizations (national, state, or local). This can include nominal participation as a student, not only as a professional member.

CV Example: Community Involvement and Volunteer Work (Optional)

Include any volunteer work or outreach to community organizations, including work with churches, schools, shelters, non-profits, and other service organizations. As with institutional service, showing community involvement demonstrates your integrity and willingness to go the extra mile—a very important quality in a postgraduate student or faculty member. 

While the CV template guide above suggests including these activities in a section titled “Additional Activities,” if you have several instances of volunteer work or other community involvement, creating a separate heading will help catch the eye of the admissions reviewer.

CV Example: References Section (Basic)

References are usually listed in the final section of an academic CV. Include 3-5 professional or academic references who can vouch for your ability and qualifications and provide evidence of these characteristics.

• Write the name of the reference, professional title, affiliation, and contact information (phone and email are sufficient). You do not need to write these in alphabetical order. Consider listing your references in order of relevance and impact.

CV Editing for Research Positions

After you finish drafting and revising your academic CV, you still need to ensure that your language is clear, compelling, and accurate and that it doesn’t have any errors in grammar, spelling, or punctuation. 

A good academic CV typically goes through at least three or four rounds of revision before it is ready to send out to university department faculty. Be sure to have a peer or CV editing service check your CV or academic resume, and get cover letter editing and application essay editing for your longer admissions documents to ensure that there are no glaring errors or major room for improvement.

For professional editing services that are among the highest quality in the industry, send your CV and other application documents to Wordvice’s admissions editing services . Our professional proofreaders and editors will ensure that your hard work is reflected in your CV and help make your postgrad goals a reality.

Check out our full suite of professional proofreading and English editing services on the Wordvice homepage.

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Writing an effective academic CV

June 6, 2019 | 6 min read

By Elsevier Connect contributors

How to create a curriculum vitae that is compelling, well-organized and easy to read

A good CV showcases your skills and your academic and professional achievements concisely and effectively. It’s well-organized and easy to read while accurately representing your highest accomplishments.

Don't be shy about your achievements, but also remember to be honest about them. Do not exaggerate or lie!

Academic CVs  differ from the CVs   opens in new tab/window  typically used by non-academics in industry because you need to present your research, various publications and awarded funding in addition to the other items contained in a non-academic CV.

Here are some tips. They are organized into categories that could be used to structure a CV. You do not need to follow this format, but you should address the categories covered here somewhere in your CV.

Tools you can use

If you’re looking to demonstrate the impact your research has had, PlumX Metrics are available in several of Elsevier’s products and services, giving you an overview of how specific papers have performed, including where they were mentioned in the media, how other researchers used them, and where they were mentioned on platforms from Twitter to Wikipedia.

You can also use Mendeley Careers to discover job opportunities based on the keywords and interests listed in your CV and the articles you’ve read in your Mendeley library.

If you’re looking for more specific guidance on how to take control of your career in research and academia, Elsevier’s Research Academy   opens in new tab/window has entire sections dedicated to job search   opens in new tab/window , career planning and career guidance.

General tips

Start by considering the  length ,  structure  and  format  of your CV.

2 pages is optimal for a non-academic CV, but research positions offer more flexibility on length

Include research-specific details that emphasize your suitability, like relevant publications, funding secured in your name, presentations and patents to the employer.

4 sides  is a reasonable length. Academic recruiters may accept more if the additional information is relevant to the post.

Next, choose a structure for your CV.

Start with the main headings and sub-headings you will use.

In general, you should start  by providing some brief personal details, then a brief career summary.

The first section of your CV should focus on your education, publications and research.

Also address: funding, awards and prizes, teaching roles, administrative experience, technical and professional skills and qualifications, professional affiliations or memberships, conference and seminar attendances and a list of references.

Dr. Sheba Agarwal-Jans talks about writing an academic CV for Elsevier’s Researcher Academy (free registration required).  Watch here   opens in new tab/window .

Use legible font types in a normal size (font size 11 or 12) with normal sized margins (such as 1 inch or 2.5 cm).

Bullet points can highlight important items and present your credentials concisely.

Keep a consistent style for headings and sub-headings and main text – do not use more than 2 font types.

Make smart but sparing use of 

bold and italics. (Avoid underlining for emphasis; underlines are associated with hyperlinks.)

Be aware of spelling and grammar and ensure it is perfect. Re-read a few times after writing the CV. Spell check can be useful, though some suggestions will not be accurate or relevant.

Composing your CV

Personal details

Personal details include your name, address of residence, phone number(s) and professional email.

You might also include your visa status if relevant.

Career summary

Use about 5 to 7 sentences to summarize your expertise in your disciplines, years of expertise in these areas, noteworthy research findings, key achievements and publications.

Provide an overview of your education starting from your most recent academic degree obtained (reverse chronological order).

Include the names of the institutions, thesis or dissertation topics and type of degree obtained.

List your most reputed publications in ranking of type, such as books, book chapters, peer-reviewed journal articles, non-peer-reviewed articles, articles presented as prestigious conferences, forthcoming publications, reports, patents, and so forth.

Consider making an exhaustive list of all publications in an appendix.

Publications

Your research experiences, findings, the methods you use and your general research interests are critical to present in the first part of your CV.

Highlight key research findings and accomplishments.

Honors and awards

Indicate any prizes, awards, honors or other recognitions for your work with the year it occurred and the organization that granted the award.

The funding you have attracted for your research and work is recognition of the value of your research and efforts.

As with the honors and recognitions, be forthcoming with what you have obtained in terms of grants, scholarships and funds.

List your teaching experience, including the institutions, years you taught, the subjects you taught and the level of the courses.

Administrative experience

Administrative experience on a faculty or at a research institute should be noted.

This might include facilitating a newsletter, organizing events or other noteworthy activities at your institution or beyond.

Professional experience

Include any employment in industry that is recent (within the last 5 to 10 years) and relevant to your academic work.

Professional experience can explain any gaps in your academic work and demonstrate the diversity in your capabilities.

Other skills and qualifications

Highlight key skills and qualifications relevant to your research and academic work.

Technical and practical skills, certifications, languages and other potentially transferrable skills are relevant to mention in this section.

Professional affiliations and memberships

If you belong to any professional group or network related to your areas of expertise, you should mention them in this section.

Only list affiliations or memberships you have been active with within the last 5 years.

Keep this section short.

Attendance at conferences and seminars

List the most relevant conferences or seminars where you presented or participated on a panel within the last 5 to 7 years.

In an appendix, you can add an exhaustive list of conferences and seminars where you participated by giving a speech, presenting a paper or research, or took part in a discussion panel.

List at least three people who can provide a reference for your research, work and character. Check with them first to make sure the are comfortable recommending you and aware of the opportunities you are seeking.

Provide their names and complete contact information. They should all be academics and all people you have worked with.

Appendices enable you to keep the main content of your CV brief while still providing relevant detail.

Items to list in an appendix can include publications, short research statements or excerpts, conference or seminar participation, or something similar and relevant which you would like to provide more details about.

CVs are not only for job searching. You will need to update your CV regularly and adapt it for the various purposes:

Awards, fellowships

Grant applications

Public speaking

Contributor

Elsevier Connect contributors

Research Scientist CV Example

Cv guidance.

• CV Template
• How to Format
• Personal Statements
• Related CVs

CV Tips for Research Scientists

• Highlight Your Education and Specialization : Clearly state your degrees, the institutions you attended, and your areas of specialization. If you have a PhD or post-doctoral experience, place this information prominently in your CV.
• Detail Your Research Achievements : Quantify your impact with specific metrics, such as the number of projects led, grants won, or publications in high-impact journals.
• Customize Your CV to the Role : Align your CV content with the job's requirements, emphasizing relevant experiences and skills. If the role requires expertise in a specific research method or technology, make sure this is clearly stated in your CV.
• Specify Your Technical Skills : List your proficiency in laboratory techniques, scientific software, or equipment relevant to your field. Also, mention any experience with data analysis or statistical tools.
• Showcase Collaboration and Leadership : Highlight your experience in leading research teams, collaborating on multi-disciplinary projects, or mentoring junior researchers. This demonstrates your ability to contribute to a team and lead scientific projects.

The Smarter, Faster Way to Write Your CV

• Directed a team of 10 researchers in a groundbreaking study on gene therapy, resulting in 3 published papers in high-impact journals and a 20% increase in departmental funding.
• Implemented a new data analysis protocol using advanced statistical software, improving the accuracy of research findings by 30% and accelerating the data processing time by 40%.
• Developed a novel research methodology that reduced the time to results by 25%, leading to faster publication and increased recognition within the scientific community.
• Coordinated a cross-functional team of scientists and engineers in the development of a new biomedical device, which is now being used in over 50 hospitals nationwide.
• Secured a $500,000 grant for a 3-year research project on neurodegenerative diseases, contributing to the advancement of knowledge in the field.
• Presented research findings at 5 international conferences, enhancing the visibility of the organization and fostering collaborations with other research institutions.
• Conducted a comprehensive study on the effects of environmental factors on cell growth, leading to a better understanding of cell behavior and contributing to 2 peer-reviewed publications.
• Collaborated with a multidisciplinary team to develop a new laboratory protocol, improving lab safety and efficiency by 15%.
• Initiated a mentoring program for junior researchers, improving their technical skills and increasing their publication rate by 20%.
• Team Leadership and Management
• Advanced Data Analysis
• Research Methodology Development
• Cross-functional Collaboration
• Grant Writing and Fundraising
• Public Speaking and Presentation
• Comprehensive Scientific Research
• Protocol Development and Implementation
• Mentorship and Training
• Project Coordination and Execution

Research Scientist CV Template

• Conducted [type of research, e.g., clinical trials, data analysis] in collaboration with [teams/departments], leading to [result, e.g., new scientific insights, patent filings], demonstrating strong [soft skill, e.g., teamwork, leadership].
• Managed [research function, e.g., lab operations, project timelines], optimizing [process or task, e.g., data collection, experiment setup] to enhance [operational outcome, e.g., research efficiency, data accuracy].
• Implemented [system or process improvement, e.g., new lab equipment, revised data analysis methods], resulting in [quantifiable benefit, e.g., 20% time savings, improved data quality].
• Played a pivotal role in [project or initiative, e.g., drug development, environmental research], which led to [measurable impact, e.g., publication in a top-tier journal, grant funding].
• Performed [type of analysis, e.g., statistical analysis, genetic sequencing], using [analytical tools/methods] to inform [decision-making/action, e.g., research direction, policy recommendations].
• Instrumental in [task or responsibility, e.g., lab safety protocols, mentoring junior researchers], ensuring [quality or standard, e.g., compliance, professional development] across all research activities.
• Major: Name of Major
• Minor: Name of Minor

100+ Free Resume Templates

How to format a research scientist cv, start with a compelling research objective, emphasize education and publications, detail relevant research experience, highlight technical skills and collaborations, personal statements for research scientists, research scientist personal statement examples, what makes a strong personal statement.

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Academic Curriculum Vitae (CV) Example and Writing Tips

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Updated July 30, 2020 | Link to article from The Balance Careers

A  curriculum vitae (CV)  written for academia should highlight research and teaching experience, publications, grants and fellowships, professional associations and licenses, awards, and any other details in your experience that show you’re the best candidate for a faculty or research position advertised by a college or university.

When writing an academic CV, make sure you know what sections to include and how to structure your document.

Tips for Writing an Academic CV

Think about length.  Unlike resumes  (and even some other CVs), academic CVs can be any length. This is because you need to include all of your relevant publications, conferences, fellowships, etc. 1  Of course, if you are applying to a particular job, check to see if the  job listing  includes any information on a page limit for your CV.

Think about structure . More important than length is structure. When writing your CV, place the most important information at the top. Often, this will include your education, employment history, and publications. You may also consider adding a  personal statement  to make your CV stand out. Within each section, list your experiences in reverse chronological order.

Consider your audience . Like a resume, be sure to tailor your CV to your audience. For example, think carefully about the university or department you are applying to work at. Has this department traditionally valued publication over teaching when it makes tenure and promotion decisions? If so, you should describe your publications before listing your teaching experience.

If, however, you are applying to, say, a community college that prides itself on the quality of its instruction, your teaching accomplishments should have pride of place. In this case, the teaching section (in reverse chronological order) should proceed your publications section.

Talk to someone in your field.  Ask someone in your field for feedback on how to structure your CV. Every academic department expects slightly different things from a CV. Talk to successful people in your field or department, and ask if anyone is willing to share a sample CV with you. This will help you craft a CV that will impress people in your field.

Make it easy to read.  Keep your CV uncluttered by including ample margins (about 1 inch on all sides) and space between each section. You might also include bullet points in some sections (such as when listing the courses you taught at each university) to make your CV easy to read.

Important: Be sure to use an  easy-to-read font , such as Times New Roman, in a font size of about 12-pt.

By making your CV clear and easy to follow, you increase the chances that an employer will look at it carefully.

Be consistent.  Be consistent with whatever format you choose. For example, if you bold one section title, bold all section titles. Consistency will make it easy for people to read and follow along with your CV.

Carefully edit.  You want your CV to show that you are professional and polished. Therefore, your document should be error-free. Read through your CV and  proofread  it for any spelling or grammar errors. Ask a friend or family member to look it over as well.

Academic Curriculum Vitae Format

This CV format will give you a sense of what you might include in your academic CV. When writing your own curriculum vitae, tailor your sections (and the order of those sections) to your field, and to the job that you want.

Note: Some of these sections might not be applicable to your field, so remove any that don’t make sense for you.

CONTACT INFORMATION Name Address City, State Zip Code Telephone Cell Phone Email

SUMMARY STATEMENT This is an optional section. In it, include a brief list of the highlights of your candidacy.

EDUCATION List your academic background, including undergraduate and graduate institutions attended. For each degree, list the institution, location, degree, and date of graduation. If applicable, include your dissertation or thesis title, and your advisors.

EMPLOYMENT HISTORY List your employment history in reverse chronological order, including position details and dates. You might break this into multiple sections based on your field. For example, you might have a section called “Teaching Experience” and another section called “Administrative Experience.”

POSTDOCTORAL TRAINING List your postdoctoral, research, and/or clinical experiences, if applicable.

FELLOWSHIPS / GRANTS List internships and fellowships, including organization, title, and dates. Also include any grants you have been given. Depending on your field, you might include the amount of money awarded for each grant.

HONORS / AWARDS Include any awards you have received that are related to your work.

CONFERENCES / TALKS List any presentations (including poster presentations) or invited talks that you have given. Also list any conferences or panels that you have organized.

SERVICE Include any service you have done for your department, such as serving as an advisor to students, acting as chair of a department, or providing any other administrative assistance.

LICENSES / CERTIFICATION List type of license, certification, or accreditation, and date received.

PUBLICATIONS / BOOKS Include any publications, including books, book chapters, articles, book reviews, and more. Include all of the information about each publication, including the title, journal title, date of publication, and (if applicable) page numbers.

PROFESSIONAL AFFILIATIONS List any professional organizations that you belong to. Mention if you hold a position on the board of any organization.

SKILLS / INTERESTS This is an optional section that you can use to show a bit more about who you are. Only include relevant skills and interests. For example, you might mention if you speak a foreign language, or have experience with web design.

REFERENCES Depending on your field, you might include a list of your  references  at the end of your CV.

Academic Curriculum Vitae Example

This is an example of an academic curriculum vitae.  Download the academic CV template  (compatible with Google Docs and Word Online) or see below for more examples.

Download the Word Template

Academic Curriculum Vitae Example (Text Version)

JOHN SMITH 287 Market Street Minneapolis, MN 55404 Phone: 555-555-5555   [email protected]

EDUCATION:Ph.D., Psychology, University of Minnesota, 2019 Concentrations: Psychology, Community Psychology  Dissertation:  A Study of Learning-Disabled Children in a Low-Income Community   Dissertation Advisors: Susan Hanford, Ph.D., Bill Andersen, Ph.D., Melissa Chambers, MSW

M.A., Psychology, University at Albany, 2017 Concentrations: Psychology, Special Education Thesis:  Communication Skills of Learning-Disabled Children Thesis Advisor: Jennifer Atkins, Ph.D. 

B.A, Psychology, California State University-Long Beach, 2015

TEACHING EXPERIENCE:

Instructor, University of Minnesota, 2017-2019 University of Minnesota Courses: Psychology in the Classroom, Adolescent Psychology

Teaching Assistant, University at Albany, 2015-2017 Courses: Special Education, Learning Disabilities, Introduction to Psychology

RESEARCH EXPERIENCE:

Postdoctoral Fellow, XYZ Hospital, 2019-2020 Administered extensive neuropsychological and psychodiagnostic assessment for children ages 3-6 for study on impact of in-class technology on children with various neurodevelopmental conditions

PUBLICATIONS:

North, T., and Smith, J. (Forthcoming). “Technology and Classroom Learning in a Mixed Education Space.”  Journal of Adolescent Psychology,  vol. 12.

Willis, A., North, T., and Smith, J. (2019). “The Behavior of Learning Disabled Adolescents in the Classroom.”  Journal of Educational Psychology , volume 81, 120-125.

PRESENTATIONS:

Smith, John (2019). “The Behavior of Learning Disabled Adolescents in the Classroom.” Paper presented at the Psychology Conference at the University of Minnesota.

Smith, John (2018). “Tailoring Assignments within Inclusive Classrooms.” Paper presented at Brown Bag Series, Department of Psychology, University of Minnesota.

GRANTS AND FELLOWSHIPS:

Nelson G. Stevens Fellowship (XYZ Research Facility, 2019)

RDB Grant (University of Minnesota Research Grant, 2018) Workshop Grant (for ASPA meeting in New York, 2017)

AWARDS AND HONORS:

Treldar Scholar, 2019 Teaching Fellow of the Year, 2018 Academic Excellence Award, 2017

PROFESSIONAL MEMBERSHIPS:

Psychology Association of America National Association of Adolescent Psychology

RELEVANT SKILLS:

• Programming ability in C++ and PHP
• Extensive knowledge of SPSSX and SAS statistical programs.
• Fluent in German, French, and Spanish

We respectfully acknowledge the University of Arizona is on the land and territories of Indigenous peoples. Today, Arizona is home to 22 federally recognized tribes, with Tucson being home to the O'odham and the Yaqui. Committed to diversity and inclusion, the University strives to build sustainable relationships with sovereign Native Nations and Indigenous communities through education offerings, partnerships, and community service.

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A guide to creating a high‐quality curriculum vitae

Michael gottlieb.

1 Department of Emergency Medicine, Rush University Medical Center, Chicago Illinois, USA

Susan B. Promes

2 Department of Emergency Medicine, Penn State Health System, Hershey Pennsylvania, USA

Wendy C. Coates

3 Department of Emergency Medicine, UCLA David Geffen School of Medicine, Los Angeles California, USA

Associated Data

Introduction.

The curriculum vitae (CV) is nearly ubiquitous in academic medicine, often beginning prior to medical school and continually being refined throughout graduate and postgraduate training. The CV serves as a formal record of your experiences and accomplishments, which can help others to better understand what you have done thus far and your potential qualifications for a position or promotion. 1 An academic CV differs from a resume, in that the latter is much more condensed (typically 1–2 pages) and focuses more on specific skills and qualifications, rather than cataloguing your full academic history.

A well‐crafted CV is important throughout an academic career. A CV is not a static document and can be formatted to serve a variety of needs. One of the most common uses of a CV is to apply for a new job or leadership position. Most chairs and hiring committees will expect a CV and cover letter as the initial component of the application materials. Additionally, the CV is utilized as one of the primary criteria as part of the dossier used for making decisions about promotion and tenure (P&T). We wish to emphasize that the CV should not be the sole criterion for a position or advancement and that it is important to engage in holistic review of applications 2 ; however, the CV is one important component of this process. In addition to the above, a CV is important personally for considering and reevaluating your niche and career path. It can serve as a tool for you and your mentor to discuss your interests and current progress and identify areas for future growth. Finally, the CV serves as a record of your personal progress and achievements and can be invaluable in crafting your personal statement for academic advancement. It can also be a valuable tool to help boost morale and combat imposter syndrome. 3

Despite the important role that a CV plays in career and academic advancement, we have seen wide variations in the quality, format, and structure of CVs. Building upon a recent CV workshop at the Society for Academic Emergency Medicine Scientific Assembly, we sought to share our experience and insights to help guide resident and attending physicians when embarking on creating or refining their CV.

COMPONENTS OF A CV

While the exact naming conventions and order may vary by institution, we will review the most common components of a CV and provide tangible recommendations for each component. In general, a CV should have a consistent and legible font, appropriate spacing and use of line breaks, bolding to highlight key components or headers, and the dates should be listed in a consistent order (either chronological or reverse chronological). A sample CV is included here as Appendix S1 .

The first page should include your name and degrees at the top. We recommend that your name be written in a larger font and bolded. This allows your name to stand out and reduces the risk of your CV being accidentally confused with another person when there are multiple applicants. The top of the page should also include your contact information, such as your address, phone number, and email address. We generally recommend using your work address for privacy. However, if you are applying for a new job, you may want to consider using an email address that is more confidential, such as your personal email. A cell phone number, work number, or both could be included depending on your preferred contact number(s). Finally, the first page should include the date that the CV was last updated. This will assist you with tracking the versions, as well as the recipient if you send an updated CV later. All subsequent pages should include your italicized name at the top right as a header along with the page number on the bottom right as a footer. This can assist with ensuring that no pages are lost or reviewed out of order if the CV is printed.

The next section is your education. This begins in reverse chronological order with your postgraduate training (e.g., residency, fellowship), followed by graduate training (e.g., undergraduate institution, medical school, masters degree programs). When listing your undergraduate training, make sure to include the institution and dates attended, degree obtained, major(s), minor(s), and any honors (e.g., cum laude, distinctions, Alpha Omega Alpha). You should include any advanced leadership training that does not fall within the above categories (e.g., leadership courses, speaker courses) as a separate section located after the education section, which could be entitled “Additional Training” or “Faculty Development.”

The next component of the CV should contain appointments, such as academic appointments and nonacademic or hospital appointments. For faculty, you should include your current and prior academic appointments along with the dates at each rank. This will be particularly valuable for P&T committees. You should also include all relevant employment. This can include your current role as well as prior clinical roles. These should include the title, department, institution, and date range. As a general rule, you should limit these to jobs most relevant to the current position and should routinely trim these back as you advance your career. For example, being a scribe in the emergency department would be relevant for medical students and residents but would no longer be relevant for a full professor. Some prefer to maintain selected early accomplishments, but these are individual decisions that warrant deliberate consideration. For those with prior careers outside medicine, consider keeping them in, particularly if they are directly relevant to the current role. As an example, if you are applying for a chair position, a history of being the chief financial officer of a company would be relevant regardless of the timing.

You should generally list all honors and awards that you have received along with the corresponding date. If an award is not readily apparent by the name, consider adding a brief description or annotation. As you move forward in your career, you may consider removing less relevant awards and honors, similar to positions as discussed in the preceding paragraph.

Certifications and licensure are important to include along with the dates active. However, you should avoid including information such as your DEA or medical license number unless explicitly required to reduce the risk of this being misappropriated. Additionally, you should include the societies to which you belong. While society memberships could be listed later (given the reduced impact compared with other aspects of your CV), we believe it is valuable to list early because it allows you to abbreviate societies with long names if used later in the CV (e.g., leadership positions, committee roles, invited lectures). However, this may depend on your institution's format.

You should also include a dedicated section on your leadership positions at your institution and within professional societies as well as any committee or task force membership roles within professional societies. While traditionally these are listed in order based on the dates of involvement, you could consider grouping these by organization to demonstrate dedication to a specific group. This can be particularly valuable if you are applying for a leadership role in one of those societies as well as for helping support the citizenship components of your P&T application. For some institutions, this may alternatively be listed in a “service” or “administrative leadership” category.

The teaching section should include your involvement with leading any local, regional, and national curricula. While not as comprehensive as an educator's portfolio, 4 you should consider including sufficient information for the reader to understand the scope, size, and time commitment of the program. It is important to separate this curricular section (i.e., a set of courses) from the latter section on individual courses. You may also consider separating into undergraduate medical education (e.g., medical students), graduate medical education (e.g., residents, fellows), and other learners (e.g., paramedics, nursing). We recommend including the program title, your role, the number of learners, type of learners (specialty and experience level), frequency of the courses, length of the sessions, and dates that the program occurred. As you advance in your career, you may consider removing low‐impact internal teaching activities.

The mentorship section should include any people you are or have been mentoring. When deciding who to include, consider whether you could readily describe the skills, knowledge, insights, or value you have provided to the mentee. This section should include their name, length of mentorship, current role (e.g., faculty role, fellow, resident, medical student), and institution as well as their prior role when you began mentoring them (if applicable). As not all institutional CV formats have a designated location for this, you could consider making this a separate appendix file.

The scientific and scholarly activities section (also known as the research section) can include a wide array of components. We recommend including any research‐specific service roles (e.g., editor, reviewer for professional journals, reviewer for granting agencies) as well as scholarship (e.g., grant funding, abstract or poster presentations, peer‐reviewed manuscripts, books, blog posts), in accordance with your institution's preferred format. We recommend that all publications be numbered and listed in chronological or reverse chronological order, depending on your institution's preference. Publications should be listed in a citation format consistent with your institutional guidelines, and you should consider adding the Digital Object Identifier (DOI) or PubMed identifier (PMID). When listing grant funding, you should include the funding source, amount, grant award name, date(s), and your role. You could also consider adding an annotation here to describe the importance of an item or your contribution to a grant or manuscript. For the research presentations, manuscripts, and book chapters, we recommend putting your name in bold and/or italics to help your name stand out. You could also consider adding your research metrics here (e.g., h‐index, i‐10) to help demonstrate your scholarly impact. 5 , 6

Lectures, podcasts, and nonresearch presentations could be listed within either teaching or scholarship and we advise following your institutional guidelines. 7 These should include the URL, link, or website and data on downloads if available. For individual lectures and didactic sessions, include the institution or professional group, date, location, number of attendees, contact hours (i.e., length of session), and topic. Consider separating this out into local lectures; grand rounds at outside institutions; and invited sessions at regional, national, or international conferences, with higher‐impact (i.e., international or invited) presentations listed first.

Additional categories may be added and may include your fluency in another language or additional expertise (e.g., SPSS, RevMan). It is advisable to be honest when listing these, because they may be challenged. For example, if foreign language proficiency is indicated as “fluent,” it is possible that a prospective employer may wish to conduct the interview in that language. Some people also list a few extracurricular passions (e.g., sports, literature) that may serve to foster a connection with a potential interviewer.

Finally, your last page should include your references. Depending on the position, you could either list your references or add a comment “references available on request.” The latter component may be useful when you are applying for an external position. When including references, identify three references who can speak to your qualifications for a given position. This may include your department chair, mentors, those in similar roles that you are applying for, and those who are a direct supervisor to you. In many cases, your references may not be from your institution. Make sure that your references know they have been listed as a reference. You should include their role and current address, phone, and email to guide the reader when reaching out to them.

BEST PRACTICES FOR MANAGING YOUR CV

In this section, we describe recommended strategies to manage your CV (Table  1 ). Even though institutions often require the same information, each may have a specific format for organizing and/or building your CV. Some institutions furnish a guideline that includes the desired headings and order of the entries on the CV, while others provide an electronic fillable template. By adhering to the desired format for your institution and advancement track (e.g., research, clinician‐educator, tenure), your P&T committee will be able to access all information easily to process academic advancement decisions. Since most formats include similar categories, you can send this version of your CV to prospective employers or other interested parties upon request. However, if you are seeking a new career or hope to delve into a niche within a particular academic realm, it may be useful to tailor your CV to highlight relevant aspects.

Best practices for creating and managing the CV for career advancement

Abbreviations: CV, curriculum vitae; PDF, portable document format; P&T, promotion and tenure.

If you relocate to a new institution, it is prudent to update your CV to the new format as soon as possible. One strategy to ensure you are compliant with the correct CV format for your institution is to reach out to the people in your department who manage this area. It may also be helpful to ask a respected role model who has been successful in the same career track to share their CV as a real‐world example. 1 In addition to simply seeing their formatted CV, it is a good chance to consider your own career aspirations and to identify a potential local mentor.

A busy academician who is working hard to advance in the appropriate career track may generate numerous additions to their CV in a short period of time. Waiting until the last minute during dossier preparation for an academic action may lead to omission of important details, such as collaborators, dates or locations of occurrence, and even the events themselves, so it is critical to develop a process that reliably captures all aspects of each accomplishment (e.g., lectures, awards, publications). There are many strategies, but the most important factor is to identify those that fit into your natural routine. Some examples include real‐time entry as soon as an event or accomplishment occurs, creating an email folder of items to add to your CV, scheduling a recurring calendar event weekly or monthly to update your master CV, or using a voice recorder or handwritten or electronic notes to add events in real time and transfer to the CV at planned intervals. You can also refer to your electronic calendar for details about prior sessions. It is also important to update the details on events that have already been entered as they become available, such as adding DOI, PMID, and publication details (e.g., volume, page numbers). To facilitate this, you could create a Google Scholar alert for your publications and citations. 8 This will allow you to know when your publications are released in print or are assigned to an electronic issue and provide citation metrics as described above.

Some people keep an easily accessible file on their desktop that links to an unpaginated working document of their CV that uses accurate spelling, punctuation, grammar, headings, bold typeface, underlines, logical hyphenations, margins, fonts, alignment, and indentations as they should appear in the final formatted CV (Table  2 ). This can facilitate real‐time updating without the need to reformat the pages after every entry. Another option is to create a table without borders under each section heading with the necessary columns and subheadings. This can be an efficient way to easily add items as a new row with consistent formatting and pacing. When it is time to send your CV to a prospective employer, a professional organization, or your P&T committee, you should present your CV in a visually pleasing, well‐organized manner. This includes formatting page breaks to avoid having items split across pages, including boldface type and/or capitalization for section headers, ensuring consistent alignment, and eliminating spelling and grammatical errors. This will also allow you to add or remove specific components to best meet the objectives for this particular CV.

Strategies for converting your working document into the finalized CV

Abbreviations: CV, curriculum vitae; DOI, digital object identifier; PDF, portable document format; PMID, PubMed identifier.

When updating your CV, we recommend opening the working document and saving each revision as a new file with the updated date listed (e.g., Gottlieb CV [10‐5‐21]). This prevents inadvertent changes to the working document and allows for final formatting prior to dissemination. We recommend saving this as both a PDF and an editable Word document. The PDF can be sent to others to ensure that the formatting is not altered when opened on the recipient's computer.

SPECIAL CONSIDERATIONS: RESUMES, COVER LETTERS, AND THE EXECUTIVE SUMMARY

It is important to delineate the difference between a CV and a resume. A CV is generally expected for people applying for academic positions, whereas a resume is more commonly requested for other professional positions that are nonacademic or non–research oriented (Table  3 ).

Comparison of a CV versus resume

Adapted from the Princeton University Center for Career Development Guide. 11

Abbreviation: CV, curriculum vitae.

CVs generally include a comprehensive (exhaustive) list of positions you have held, honors and awards you received, and activities you have participated in up to current time. In fact, curriculum vitae is Latin for “course of (one's) life.” As defined by the Merriam‐Webster dictionary, a resume is a short account of one's career and qualifications. 9 A resume is concise and much shorter than a CV, typically being no longer than two pages in length. The goal of a resume is to highlight your unique attributes, skills, and accomplishments and align them with your career goal to open the door for an interview. It does not contain all the items that are listed chronologically in a CV. 10 Listing a career goal that is in line with the position you are applying for is common practice when preparing a resume. The career goal is generally explicitly stated on the first line of the document under your name and contact information. Research is generally not included in a resume unless it is explicitly required for the position you are seeking. References are also commonly omitted on a resume.

Regardless of whether you are submitting a CV or resume for a job you are seeking, you should prepare a cover letter to introduce yourself and your interest in the position. If there is something that specifically attracted you to the position or the area, this is the place to include that information. If there is a specific area of expertise asked for in an advertisement or mentioned by a recruiter be sure to address it in your cover letter. It is important to address your cover letter to the individual who will be making the decision on who will be invited to interview or possibly a search committee chair or recruiter. The cover letter is an important tool to persuade the reader through a personalized message that you are the right person for the job, though it should not simply be a rehash of your resume or CV. The cover letter should be brief, no more than one page in length. In general, you will need to craft a separate cover letter for each application.

For those individuals with longer CVs, you may want to consider preparing a one‐ to two‐page high‐level executive summary of your key work experiences, personal qualities, and skills you possess that will set you up for success in the position you are pursuing. An executive summary is placed at the top of your document to help the employer zero in on key aspects of your candidacy. It should be direct and focused on the key components you wish to highlight. Think of it as an abstract or teaser of what can be found in more detail in your CV. An executive summary should showcase your best attributes up front.

Curricula vitae are important for a variety of uses, including applying for new leadership and employment positions, seeking academic advancement through promotion and tenure, and reevaluating your niche. This article highlights the key features of a curriculum vitae, recommendations for creating and maintaining a curriculum vitae, and key differences from a resume. We hope this provides a valuable guide for those at any career stage who are seeking to enhance the quality of their curriculum vitae.

Supporting information

Appendix S1. Sample CV.

Gottlieb M, Promes SB, Coates WC. A guide to creating a high‐quality curriculum vitae . AEM Educ Train . 2021; 5 :e10717. doi: 10.1002/aet2.10717 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]

Supervising Editor: Daniel J. Egan, MD.

Research CV Examples and Templates for 2022

Start creating your CV in minutes by using our 21 customizable templates or view one of our handpicked Research examples.

Join over 260,000 professionals using our Research examples with VisualCV. Sign up to choose your template, import example content, and customize your content to stand out in your next job search.

• How do you write a research CV?

To write a research CV, follow these steps:

• Select a CV template that’s right for research/academia.
• Next, add your research goal within your CV summary or objective.
• List your GPA clearly.
• Show that you perform research work independently and how your past experience or skills will be helpful.
• Add your research publications.
• How do you list research experience on a CV?

To add your research experience on a CV, add another entry to your work experience section and list the research work you did in a bulleted list.

• Research CV summary and profile

Ready to start with your Researcher Curriculum Vitae? See our hand picked CV Examples above and view our live Researcher CV Examples from our free CV builder .

• Research CV Objective

A research position is a person engaged in research, possibly recognized as such by a formal title. This is a very broad definition and relates to the fact that research positions generally cover multiple jobs and job titles. It’s important to distinguish between these positions so that we may accurately define research cv objectives.

The first objective to a research cv is to determine if the job you are applying for requires specific qualifications and/or education. For example, it is likely that research assistant roles will require a degree or postgraduate degree to even apply for the position, whereas a research fellow or research associate will usually require a minimum of a master’s degree.

Once you’ve identified your qualifications are sufficient, it is now time to show your expertise in the associated field.

Research positions generally require an advanced understanding of one specific field so it’s beneficial to only include experience, education, study, and training in that field and complementary fields. Make sure you look at the research project and the requirements because the person in charge of the project, grant or funding may be looking for a generalist but it’s normally safer to be very specific about your expertise and your devotion to the field.

The next focus area on your research cv should be on your reading, writing and analytic skills as these are the core skillset many recruiters are looking for on your cv.

Below we go into more detail on research cv formats and some real-life example cvs to help you get started on applying for your next job or position.

• Research CV Formats

Research Assistant CV

Research assistants are researchers employed by a university or a research institute to assist in academic research. In most cases, a research assistant cv should focus on education, qualifications or interests around the area of research the potential candidate is applying for.

Most research assistants will be hired on their subject matter knowledge of the research being undertaken and their abilities in reading and writing. Following orders of the principal investigator or lead will also be crucial in hiring for this position so make sure you include your willingness to do what you’re told in your cover letter.

Research Associate CV

Unlike research assistants, research associates are normally full-time positions that are not under direct supervision or mentoring. Research associate cvs should have a laser-like focus on education and qualifications in their respective field. Be sure to include all awards, published works, and prior research.

Research Consultant CV

Research consultants are experts in their field who are hired to help complete research on behalf of an academic institution or research institute. Sometimes consultants can be hired specifically to fill a gap in the research currently undertaken by a specialist in another field.

Research consultant cvs generally focus on education, credentials and published work. As a consultant, they should demonstrate considerable experience across different projects or research. Make sure in your cover letter to include reasons why you will be highly beneficial to completing a research project or why your experience of working on different projects would be useful to the project at hand.

Research Fellow CV

A research fellow is an academic research position at a university or similar research institution, usually for academic staff or faculty members. Your educational qualifications and published work are essential to applying for this position. A doctoral degree or postdoctoral degree is generally considered mandatory unless you have equivalent work experience in the industry.

• Research CV Examples

Please find our Research CV Examples below. If you are after more examples we have a directory of over 200+ real CV examples sorted by position and title.

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Creating an Undergraduate CV

Your curriculum vitae (CV) is a representation of your scholarly identity and trajectory in your field. 

A CV is used to apply to research roles or other academic positions. It shows your academic credentials and achievements, experience conducting research in your field, and other experience relevant to the opportunity you’re targeting.

Your goal is to convey your interest in the field, as well as the relevant skills and knowledge that will prepare you to excel in the target opportunity.

When might I use a CV as an undergraduate?

You may be asked for a CV when you’re applying to a research position, to a fellowship, or to graduate school in the sciences. If you’re applying to a research position in industry, pay attention to whether they ask for a resume or a CV in their posting, as they may prefer a resume. In your cover letter, you can let them know that a CV is available upon request.

Many faculty may be happy to receive either a resume or a CV from undergrads looking to conduct research with them. Remember that in this case, whichever document you submit should still be tailored toward research in their field! If you haven’t done research before, convey your interest and preparedness by showing the transferable skills and knowledge you’ve built through your coursework and other experiences.

What should my CV look like as an undergraduate?

Unlike your one-page resume, your undergraduate CV can be two pages.

Sections on a CV

The sections on a CV are designed to feature the experiences that academics (like professors or researchers) acquire over time. As an undergrad, the sections on your CV will depend on the experience you’ve had so far—and the professors or researchers interested in hiring undergrads won’t expect you to have graduate-level experience. So, don’t worry if you don’t have information to go in all of these categories!

Start with these mandatory sections:

Contact information.

Include your name, address, phone number, email address, and professional website or profile (if you have one).

Include the degree-granting institution and school, the degree you’re receiving, your major or concentration, and your expected graduation date. If you’re writing a departmental thesis, include the title and the names of your thesis advisers. You can include relevant coursework, which we generally recommend keeping to two lines of text or less.

If you have additional higher education, you can also include it. If you’ve studied abroad, for instance, you can include the institution name, the month and year range you attended, and relevant coursework you took during this program.

Your CV may include some of the following sections: 

Research experience.

Include the name of the lab or department and institution, the position you held, the location, and your dates of involvement. We recommend including a brief description of the project, your role, the primary methods used, and key findings.

Publications

This section includes scholarly publications such as journal articles, book chapters, and published conference proceedings.

Format each bibliographic entry according to your discipline’s style guide, with the article or chapter title, journal name, and publication information. Include authors in publication order, bolding your name.

Include publication status if the piece is not yet published—e.g., in preparation, under review, forthcoming. We recommend listing the DOI if the article has been accepted but does not yet have page numbers.

Presentations

This section showcases scholarly presentations you’ve made, usually at conferences or symposia.

Include the author(s) and title of presentation, the conference or symposium name, and the location and date (or month if a range) of the presentation. Specify the format of the presentation—e.g., poster or oral presentation.

Grants / Awards / Academic Honors

List any academic awards, fellowships, grants, or funding received. In each entry, include the award name, award-granting institution, and year of the award.

If the nature of the award will not be clear based on the award name, you can briefly clarify parenthetically.

Teaching Experience

Include the name of the course and institution, the position you held (e.g., Teaching Assistant, Instructor of Record), the location, and month-year range of the teaching engagement. We encourge you to include a brief description of your role.

Additional Professional Experience

On a CV, you may include recent professional experience that is pertinent to your scholarly trajectory. You can title this section by the job area if helpful—e.g., Additional Engineering Experience, Editorial Experience, Museum Experience.

Include the name of the organization, your job title, and the location and month-year range of the experience. You can include a brief description of your role and accomplishments to highlight relevant transferable skills.

Leadership / Activities / Service / Volunteer Work

Include the organization, your position title, the location, and dates of your involvement. You can include a brief description of your role and accomplishments.

Professional Memberships or Affiliations

List any memberships you maintain to professional organizations in your field. Many scholarly associations have low-cost student memberships.

Certifications

Include any relevant certifications or licensures you hold.

Create categories for your skills, such as languages, technical or computer (software, hardware, coding languages), laboratory, machining, and design. In each category, list the relevant items—e.g., language names, tools, programs. For languages, we recommend indicating your proficiency level. Keep each category to 3 lines maximum.

This includes a list of relevant references, including their name, title, institution, and contact information (phone and/or email).

How should I format my CV?

CVs typically have a much simpler format than resumes. You’ll left-justify the content, use one-inch margins all around, and a size 11 or 12 font. Use bold and italics sparingly, and avoid extra design elements. Include a right-justified header includes your last name and page numbers (#/#).

How should I describe my experiences on my CV?

Typically, undergraduate CVs include short descriptions of your experience that focus on field-related content such as a description of the research project and the methods you used. Remember, your reader is likely another scholar in your discipline who will be able to interpret this technical language. It is more common to display these descriptions in paragraph form, but some people prefer bullet points for clarity.

Learning About CV Conventions in Your Field

Many professors, postdocs, and graduate students post their CVs on their departmental or lab website. Their CVs will be a lot longer than yours—some professors’ CVs run up to 15 pages. You may notice that faculty CVs will be, in most cases, less detailed than your undergraduate one, with fewer descriptions: they may be serving as records of research and teaching conducted, rather than job-search documents. Nevertheless, these CVs can help you understand trends and conventions in your discipline.

Can I see what a CV might look like?

Sure! We’ve created a couple of sample undergraduate CVs for your reference.

• Sample Undergraduate Science CV
• Sample Undergraduate Humanities / Social Science CV

Where can I get feedback on my CV?

You can get feedback on your CV from your previous research mentors (faculty, postdocs, grad students), instructors of relevant courses you’ve taken, career counselors , fellowship advisers , or writing consultants .

We recommend always seeking feedback from mentors in your field, as they will be able to offer discipline-specific insights and tips.

Related Resources

Finding an Undergraduate Research Position

Getting research experience during your time as an undergraduate can aid in your pursuit for graduate school or certain career opportunities. There are many opportunities available to conduct research alongside faculty at Columbia or other universities and research institutes.

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Building a Curriculum Vitae (CV)

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Most scholarship, fellowship, research opportunities and graduate school applications require some type of a Curriculum Vitae (CV) or academic resume. This document is very distinct from a traditional job resume. In some cases you may actually upload the document and in others you will translate what is on your CV into an on-line application system.  Regardless, you should think of your CV, also known as an  ‘academic resume,’ as a very organic document that will continue to shift and take shape as you move through your undergraduate experience.  From the outset, your CV will allow you to keep track of everything you have been or are currently involved with, making life a little easier when it comes time to actually document those things in a formal way.  Keep it on your desktop and make a point of updating it regularly.  Much like your Personal Statement, your CV is as unique as you are so, while there are certain formatting suggestions to make your CV more readable, make sure that it is an accurate reflection of the many things you have chosen to spend time on while an undergraduate. 

As you build your CV, keep a few things in mind:

• A Curriculum Vitae (CV)  is Latin for ‘course of life’ and therefore offers you the freedom to include everything that is helping to shape your life as an undergraduate.  In this sense, a CV is less concerned with page count, as is the case when crafting a resume for an employment opportunity, and more concerned with providing a kind of testament to your involvement.  It is distinct from a resume not only in length but also in content and purpose.  A CV is very much about you, as opposed to what you may bring to a position, a specific skill set related to a job, or what you might ‘do’ for a potential employer.  It is also intended to allow selection committees a quickly review all of the things you have been involved with as an undergraduate;
• Honors and Awards
• Undergraduate Research Involvement and Experience, including publications and presentations
• Campus and community involvement – service and volunteer work
• International experience and study, including language proficiencies
• Internships
• Formal employment (work strictly undertaken for pay)

Generally speaking, you should always lead with your education and honors and awards when crafting your CV.  The remaining sections should then be ordered according to the level of importance they hold in your own experience and as indicative of the time you have spent engaged in, for example, undergraduate research or leadership.  Remember, the ultimate design is up to you.  Just make sure to include everything from your freshman year onwards;

• Construct your CV in reverse chronological order, include dates, positions held, titles of research projects and names of mentors, and a brief 1-2 sentence description of each activity, including your honors, awards, and scholarships;
• DO NOT pad your CV or resume.  Nothing is more transparent to a review committee than a student who has included everything-but-the-kitchen-sink in an effort to appear a certain way.  Remember, the name of the game with national scholarship applications is authenticity .  So, when chronicling your involvement, be truthful and include only activities that have required a significant investment of time;
• Be selective in your involvement, identifying those activities that make the most sense of what you hope to do in the future;
• Select a formatting style and stick with it! And, of course, edit, revise, and edit again.  The quality of everything you produce, including your CV, says a lot of your commitment and the seriousness with which you take your scholarship and/or graduate school application process.
• There is no page limit; CVs are generally a minimum of 2 pages and often longer. Please do not reduce your font or margins to try to fit everything into a single page; save that strategy for a job resume. 

Here are some additional benefits for building a strong CV:

• Keeping a detailed record of your involvement will help you to decide what is and may no longer be worth your time and effort; use your CV to help shape your undergraduate experience in a more meaningful way and guide you in deciding the best next steps for you to take;
• Your CV will help to guide the basic impetus for your Personal Statement and potential project or research proposal.  A Personal Statement should not re-hash your CV, but it can draw from of the experiences detailed on your CV into consideration when determining those things that were most significant in your undergraduate experience;
• A CV will help you to identify potential letter writers by clearly distinguishing those ‘sections’ of your undergraduate experience to which you have devoted the most time and energy.  Hopefully you will find letter writers who can speak to those distinct areas of your becoming – leadership, undergraduate research, academics, etc.;
• Your CV will be an important piece of information to provide your letter writers when it comes time to ask them to write on your behalf.  A CV will give them snapshot of all the things you have been involved with and help to guide the things they will be able to speak about in their letters;
• A good CV will surprise you at the end of four or five years as you see, on paper, all of the extraordinary things you have been involved with while at the University of Chicago.

Contact CCRF for further guidance on developing a strong CV and/or consider attending an information session on developing a CV.

For detailed guidance on developing a professional resume (which can draw from your detailed CV), make an appointment to visit Career Advancement .

Links to external sources may no longer work as intended . The content may not represent the latest thinking in this area or the Society’s current position on the topic.

Résumé for Researchers

Opening up conversations about researcher evaluation .

Résumé for Researchers has been created to support the evaluation of individuals’ varied contributions to research. Find out more about the background to the tool in our blog . 

Sustained excellence in research requires a range of contributions

By creating a working environment that is both challenging and supportive, researchers help improve the flow of ideas, encourage talent to join their organisations and nurture future generations of researchers. To make the decisions concerning the people that create such an environment, decision-makers need to be able to assess the previous contributions made by individuals. 

Over the years, the research community has developed ways of assessing contributions to the development of new ideas often by focusing on individuals’ portfolios of outputs and the impact of their work. However, a researcher’s overall contribution to research goes beyond their easily attributable outputs and impact. Too narrowly focused performance indicators can make it harder to see, reward or nurture the full range of contributions that are necessary to create the environments that enable excellence and steward it for the future. To recognise these wider contributions, the Society aims to prompt conversations on the evaluation of researchers.

Showing the full range of an individual’s contributions to excellent research

To prompt such conversations the Society has developed Résumé for Researchers, which is intended to help researchers to share their varied contributions to research in a consistent way and across a wide range of circumstances. 

Résumé for Researchers is not designed to replace more granular information where needed. The strength of the tool lies in its ability to provide a concise overview of an individual. It draws from other established and internationally recognised biosketches, assessment matrices and application forms, as well as having the Society’s own evaluation methodology at its heart.

A flexible and adaptable tool

Résumé for Researchers can be adapted for a range of different processes that require a summative evaluation of a researcher. To be effective, the tool must provide value when used by researchers in a wide variety of situations. These include those working in different disciplines, at different career stages and by those who work independently as well as those who work in large teams.

The Society has tested the Résumé with a range of different groups and organisations, including senior leaders in academia, the national academies, industry professionals, early-career researchers and career development professionals.  

What does it look like?

We propose that Résumé for Researchers is a structured narrative document with four modules and space for a personal statement and personal details. An outline of the structure with guidance notes for each of the constituent sections is included below. You can also download this template of the suggested structure (PDF) . The four-module narrative section has a suggested total word limit of 1000 over two pages, with the individual deciding how to distribute that across the modules. It has guidance on what could be included in each module, but the individual decides what information to include. The outputs and success measures found on a standard research CV, such as publications, funding and awards, fit naturally within the modules. However, the Résumé for Researchers tool allows these achievements to be put in the broader context of the researcher’s activities.

The Résumé for Researchers structure

Personal details .

Provide your personal details, your education, key qualifications and relevant positions you have held.

MODULE 1 - How have you contributed to the generation of knowledge? 

This module can be used to explain how you have contributed to the generation of new ideas and hypotheses and which key skills you have used to develop ideas and test hypotheses. It can be used to highlight how you have communicated on your ideas and research results, both written and verbally, the funding you have won and any awards that you have received. It can include a small selection of outputs, with a description of why they are of particular relevance and why they are considered in the context of knowledge generation. Outputs can include open data sets, software, publications, commercial, entrepreneurial or industrial products, clinical practice developments, educational products, policy publications, evidence synthesis pieces and conference publications that you have generated. Where outputs have a DOI please only include this.

MODULE 2 - How have you contributed to the development of individuals? 

This module can be used to highlight expertise you provided which was critical to the success of a team or team members including project management, collaborative contributions, and team support. It can include your teaching activities, workshops or summer schools in which you were involved (for undergrads, grads and post-grads as well as junior colleagues), and the supervision of students and colleagues. It can be used to mention mentoring of members in your field and support you provided to the advancement of colleagues, be it junior or senior. It can be used to highlight the establishment of collaborations, from institutional (maybe interdisciplinary) to international. It can be used to describe where you exerted strategic leadership, how you shaped the direction of a team, organisation, company or institution. 

MODULE 3 - How have you contributed to the wider research community? 

This module can include various activities you have engaged in to progress the research community. It can be used to mention commitments including editing, reviewing, refereeing, committee work and your contributions to the evaluation of researchers and research projects. It can be used to mention the organisation of events that have benefited your research community. It can highlight contributions to increasing research integrity, and improving research culture (gender equality, diversity, mobility of researchers, reward and recognition of researchers’ various activities). It can be used to mention appointments to positions of responsibility such as committee membership and corporate roles within your department, institution or organisation, and recognition by invitation within your sector.

MODULE 4 - How have you contributed to broader society? 

This module can include examples of societal engagement and knowledge exchange. It can include engagement with industry and the private sector. It can be used to mention engagement with the public sector, clients and the broader public. It can be used to highlight positive stakeholder feedback, inclusion of patients in processes and clinical trials, and other impacts across research, policy, practice and business. It can be used to mention efforts to collaborate with particular societal or patient groups. It can be used to highlight efforts to advise policy-makers at local, national or international level and provide information through the press and on social media.

Personal statement

Provide a personal statement that reflects on your overarching goals and motivation for the activities in which you have been involved.

Additions 

Mention career breaks, secondments, volunteering, part-time work and other relevant experience (including in time spent in different sectors) that might have affected your progression as a researcher.

• Résumé for Researchers suggested template

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Curriculum Vitae (CV) Format Guide - 21+ Tips & Templates

You’re on the hunt for your dream job so – normally – you’re preparing your CV.

You think you have all the necessary information to write the perfect one, but something doesn’t look quite right.

The problem? Your CV isn’t formatted correctly, and you have no idea how to fix it.

Don’t worry! We’re here to help.

In this article, we’re going to cover:

• How to Format Your CV
• What To Include In Your CV
• What Your CV Layout Should Look Like
• 6 Great CV Examples

So, let’s get started.

What Is a CV?

A CV is a formal document you submit as part of a job search or college application.

The word CV comes from the Latin term curriculum vitae , meaning “course of life," and around most of the world, it functions the exact same way as a resume .

In fact, in Europe and Asia, you can find the words CV and resume used interchangeably across different job advertisements.

However, if you’re applying for a job in the United States , a resume is a one-page summary of professional experience and relevant skills.

On the other hand, a CV is a completely different document. In North America, this document is meant to include all of your experience so far, which means all levels of education, any publications, projects you’ve been part of, and more.

While a resume should be one or two pages at most , a CV can be much longer.

That’s why a CV, in this sense, is usually only required when you’re applying for an academic or research position.

Our article will focus on how to format a CV for a regular job search. If you need help writing an academic CV for a position in academia, we recommend checking out that article instead.

Not sure if you need a resume or a CV? Learn what the differences between a CV and a resume are with our detailed guide!

Why Does Your CV Format Matter?

Your CV format can determine whether your CV reaches a hiring manager or not.

That’s because most companies use Applicant Tracking Systems (ATS) that scan through hundreds of candidates in seconds and discard applicants that don’t meet certain criteria.

And a big part of making an ATS-optimized CV is the formatting.

Unless your CV format is on-point, the ATS won’t be able to read it, and it will automatically reject it, even if you’re the perfect candidate.

Reverse Chronological vs. Functional

When formatting your CV, you can choose between two popular CV formats:

• Reverse-chronological (also known as chronological)
• Functional (also known as skill-based)

Usually, we recommend sticking to the reverse-chronological CV format. It’s the most popular format worldwide, so it’s what hiring managers expect to see.

The reverse-chronological format has a standard structure that includes all the main CV sections, such as:

• Contact Information
• Personal Statement
• Work Experience
• Educational History
• Other Optional Sections

While the functional CV format includes an extra section - the Skill Summary.

So, if you want to emphasize your varied skills or if you’re aiming for a career change , you might want to opt for the functional CV format.

Here’s how it looks in practice:

Want to learn more about the different ways you can structure your resume? Check out our guide to resume formats .

What to Include In Your CV

Once you’ve decided on your CV’s format, it’s time to start filling in each section .

Here are the must-have sections for any professional CV:

• CV Headline

If you have any leftover space, you can also add any of these optional sections:

• Volunteering
• Personal Projects
• Certifications
• Awards and Recognitions

Let’s go through each of these sections one by one and explain how to get each of them right.

#1. Contact Information

The first section is your contact information . While it’s easy enough to fill out,  you must get it right.

If you have any mistakes in your contact details, such as a single typo in your email or phone number, for example, the hiring manager won’t be able to reach you.

So, start by neatly placing your contact information in a designated CV header at the very top of your CV.

• Full Name. Write your first and last name at the top of the header.
• Job Title. If applicable, include your professional title beneath your name. Avoid job-title buzzwords and write it down as the job you’re applying for, word for word.
• Email Address. Use a professional email address that’s easy to spell. We recommend a combination of your first and last names. (E.g.: [email protected])
• Phone Number. Add a phone number where the hiring manager can contact you. If you’re applying abroad, include your country’s dial code.
• Location. Your city and state/country are enough. If you’re ready to relocate for the job or you want a remote position , be sure to specify that on your CV.
• Social Media. You can add any relevant social media or websites that can boost your application, such as a complete and optimized LinkedIn profile .
• Portfolio. If applicable to your field, add a link to your portfolio. Writers, illustrators , and other creatives should link to a dedicated website, but a software developer could include a link to their GitHub account instead.

Here’s an example of a perfect CV contact information section:

Not sure if you should add a picture to your CV ? This article will tell you everything you need to know.

#2. CV Headline

On average, hiring managers don’t look at CVs for more than six seconds .

This means that if you don’t make a good impression in six seconds, it’s likely that the hiring manager won’t even read your CV in depth.

This is why it’s crucial to have an eye-catching bit of information at the top of your CV.

Your CV headline (also known as a personal statement) is a short (2-4 sentences) pitch about your professional experience and expertise, and it goes right on top of your CV, like this:

There are two approaches you can take for your CV headline:

• CV Summary. This highlights your experience, achievements, and skills. 
• CV Objective. This focuses more on your educational background and aspirations.

If you already have some work experience, we recommend you stick to a CV summary. Your professional journey will be a better selling point than your knowledge and career goals .

You should only go for a CV objective if you either don’t have any work experience or if you’re in the midst of a career change .

Here’s a great CV headline in practice:

• Digital marketing professional with 4+ years of experience in media buying, seeking a position as a Facebook advertiser at Company X. Notably managed a monthly ad spend of over $200k and maintained a 2x-3x return on ad spend during my time at Company Y.

#3. Work Experience

Next comes the most essential section of your CV - your work experience .

You should start this section by listing your most recent job first and working your way back.

• Job Title. Start each entry with the name of the position you were employed in.
• Company Name. Include the name of the employer. You can also add the general location, such as the city and state/country, or even include a brief description if it’s not a well-known organization.
• Dates Employed. State the period that you worked at each company using the mm/yyyy format.
• Achievements and responsibilities. This is the core of every work experience entry, so list your achievements in four to six bullet points so that the hiring manager can skim through them easily. If your job doesn’t include a lot of achievements, list responsibilities instead. Make sure to list fewer bullet points for older jobs, unless they’re super relevant to what you’re applying for now.

You don’t need to go all the way to your part-time jobs as a teenager . We recommend listing only your last three to four positions, not your entire career history.

Here’s an example of what a great work experience section looks like on a CV:

3 Work Experience Tips

Your work experience section can make or break a successful CV, so you have to do it perfectly.

Here are some tips you can apply:

• Focus on Achievements. A role’s responsibilities tend to be the same across different companies. If you want to stick out, list your achievements instead - the times you went above and beyond will impress the hiring manager a lot more than your daily tasks.
• Add Concrete Data. Whenever you can, include numbers to quantify any achievements listed on your CV. Percentages, budgets, or the amount of time specific projects took can all back up your accomplishments.
• Include Keywords . If you want to make sure you beat the ATS, you need to go the extra mile. Carefully read the job ad to find the most important keywords and strategically include them throughout your CV.

#4. Educational History

Next, it’s time to work on your education section .

• Degree Name. List your major and degree type, and you can optionally include any minor you took.
• University Name. State the name of the institution you attended.
• Location. Include the city and state/country where your university is located.
• Dates Attended. Specify the time period with the mm/yyyy format.
• Optional Information. Your GPA, honors, academic achievements, or relevant coursework can be mentioned in this section. We recommend you only include optional information if you’re a recent graduate without much experience in the field.

Here’s what an education section looks like on a CV:

6 Education Section Tips

Your education section should be short and sweet, but you can still make the most of it.

Here are some tried-and-tested tips to perfect it:

• If you’re a recent graduate , list your education before your work experience. It’s better to lead with relevant education than work experience that isn’t related to the job you want.
• When making a CV as a student , you can add your expected graduation date.
• List your educational history in reverse chronological order, and always start with your highest degree on top.
• If you don’t have a lot of space on your CV, you can list only your highest and most recent degree. So, if you have a Master’s degree that’s relevant to the job, there’s no need to mention your Bachelor’s degree.
• Similarly, don’t add your high school degree to your CV if you’ve already graduated from a university. It’s not as relevant, and you can use that space for something else.
• If your GPA isn’t above 3.5, don’t add it to your CV. You should only include it if it’s impressive; otherwise, it could undermine you.

Are you getting ready to apply to college? Learn how to write a college application CV with our detailed guide!

The skills section of your CV is relatively straightforward. You just need to create a designated section where you can list the skills you have that are most relevant to the job.

For example:

That said, the skills you list on your CV can be crucial to the hiring decision . So, you want this section to show the hiring manager that you’re the right person for the job.

For starters, make sure you include both types of skills:

• Hard Skills. These are learned skills and measurable abilities. They can range from knowing a specific coding language to baking, and they’re directly related to your role.
• Soft Skills. Sometimes called interpersonal skills , these include personality traits, career attributes, and more. Examples include critical thinking, time management , communication, and many others.

When listing skills on your CV, we recommend that you focus more on hard skills.

Specific hard skills are what hiring managers are usually looking for, so be sure to tailor yours according to the job advertisement. Soft skills are nice to have, but your “critical thinking” or “ teamwork ” won’t have as much weight as the specific technical skills the employer wants.

And, when listing your hard skills, consider adding experience levels so that employers can see your proficiency and know what to expect from you.

Now, if you have a lot of relevant skills you want to list, you can put them in subsections. This can help keep your CV neat and easy to navigate, like this:

Most hiring managers evaluate soft skills during job interviews. Prepare ahead of time by learning what the most common interview questions are and how to answer them .

#6. Other Optional Sections

Now that you know what the most important sections on your CV are, it’s time to talk about other, nice-to-have sections.

Optional sections for your CV include:

• Languages. List any foreign languages you know and write down your level of proficiency.
• Professional Organizations. Are you part of a club, guild, union, or other association in the field you’re applying for? Add it to your CV.
• Volunteer Experience . Listing volunteer experience is proven to impress hiring managers, and it’s especially useful if you don’t have a lot of work experience. Employees who volunteer enjoy meaningful work, and that tells hiring managers you’re likely to be a loyal employee.
• Projects. If you worked on anything relevant to the job you’re applying for, either during your studies at university or in your spare time, include it on your CV. Whether you created an app or did product reviews on a personal blog, it shows hard work and dedication.
• Certifications. Hiring managers love employees who work on their skills and knowledge. Even if you don’t have work experience in the specific field yet, certifications can show that you’re genuinely interested and willing to learn.
• Awards and Recognitions. There’s no harm in showing off a little on your CV. If you’ve received any awards or acknowledgments, like a prestigious scholarship , add them.
• Hobbies and Interests. This bit of extra information about yourself gives the employer insight into your personality and helps you stand out. We recommend listing hobbies that can back up your listed skills, such as team sports, which proves you can collaborate.
• Extracurricular Activities. If you have a lot of leftover space on your CV but don’t have a lot of experience outside of school, any clubs and activities you were part of can show potential employers how you managed your time effectively or gained certain skills.

Want to make sure your job application catches the hiring manager’s attention? Write an impressive cover letter and send it along with your CV!

How to Format Your CV’s Layout

Now that you know what to include in your CV, it’s time to pay attention to your CV’s layout .

You need to make sure your CV looks good when you put all your sections together. If the hiring manager sees a messy, unorganized document, they might skip reading it altogether.

So, follow these tried and tested tips to make sure your CV’s layout looks good:

• Stick to One Page. As a rule of thumb, your CV shouldn’t exceed one page unless you have decades of experience. The hiring manager only wants to read the most important details about why you’re the right person for the job, not your entire life story.
• Set the Page Margins. To make your CV look neat, set the margins on all four sides of your CV to one inch. This way, you can maximize the white space between sections without having a stretched-out or empty-looking document.
• Adjust the Line Spacing. Your text should be easy on the eyes instead of making your CV look cluttered. Set the line spacing to 1.0 between text and 1.15 between double lines and after subheadings.
• Use a Consistent Font. Choose a professional font and use it consistently throughout your CV. We recommend picking something easy to read but not overused. So, instead of Times New Roman, use something like Roboto, Lora, or Overpass.
• Set the Font Size. Make sure the hiring manager doesn’t have to squint to read your CV. Use 11-12 pt for most of your CV’s text, and 14-16 pt for section titles or headers.
• Use Bullet Points. When describing your work experience, education, or any other experiences you want to elaborate on, avoid paragraphs. Use between three and six bullet points, depending on how relevant the experience is, to make it easier to read.

Use a Professional CV Template Instead

Getting your CV format and layout right can be a hassle. 

You might end up spending hours tweaking the margins, adjusting the headings, and fixing the line spacing – all while making sure nothing spills over to page two. 

Why not just skip all that?

Instead, use one of our CV templates and create your CV in minutes.

Each of our professional templates is designed in collaboration with leading HR experts from around the world to make sure that your CV is ATS-friendly, formatted to perfection, and visually appealing.

Just take a look at how one of our templates compares to a standard text editor CV:

6 Well-Formatted CV Templates

Ready to work on your CV? Check out these different CV templates for inspiration!

#1. College CV Template

#2. Creative CV Template

#3. Professional CV Template

#4. Modern CV Template

#5. Minimalist CV Template

#6. Skill-Based CV Template

Looking for more inspiration? Check out these 75+ CV examples for different jobs .

FAQs about CV Formatting

Do you still have some questions? Check out the answers to the most frequently asked questions about CV formatting.

#1. How Do You Write a Curriculum Vitae (CV)?

How you write your CV greatly depends on the industry you work in or the region you’re based in. For example, an academic CV should always lead with education, while an executive CV should focus on your extensive work experience.

That being said, most CVs include key sections such as contact information, a CV headline, work experience, educational history, and skills. Additional optional sections, like languages, publications, or certifications, may be included if they’re relevant.

Overall, your goal is to create a comprehensive document that highlights your full range of qualifications and experience for the job you want.

#2. What’s the Difference Between a CV and a Resume?

In Europe, a CV and a resume are almost the same thing, so the two words are used interchangeably.

In the US and Canada , however, a CV refers to a much more detailed document that lists all your professional and academic achievements, not just a brief summary.

While in Europe, a CV should be between one and two pages , in North America, a CV can be as many pages as you need it to be.

#3. What Is a Good CV Format?

The reverse-chronological format is the best CV structure because it places your most recent and relevant experiences first. This format lets hiring managers quickly find your latest skills and employment history and see how your career has progressed so far.

This format is also the most popular CV format around the globe, so it’s what hiring managers expect to see when you submit your application. That makes it easiest for hiring managers to navigate, and it’s a solid choice for most job applications.

#4. Is It OK to Send a CV as a PDF?

Unless specifically stated otherwise, you should always send your CV as a PDF file .

The PDF format ensures that your CV’s layout and formatting stay consistent, so if the hiring manager opens it on a different device or software, all your design efforts will be intact.

PDF files also pass most applicant tracking systems out there, so you won’t have a reason to worry about the ATS.

However, if a company requests that you send your CV as a Word document , it’s probably because their ATS is older and can’t read PDFs. In that case, always stick to the instructions in the job ad and save your CV appropriately.

#5. How Can I Write a CV as a Beginner?

If you’re creating a CV as a beginner, you probably don’t have a lot of work experience to list. So, start by highlighting your education first, then include any relevant internships or volunteer work.

Keep the overall document concise and tailored to the specific job you're applying for. Use bullet points instead of paragraphs to increase readability, and use powerful action words to make your skills and experience stand out.

And don’t forget to proofread your CV multiple times to make sure there are no typos or grammatical mistakes. You want to create a polished, professional document that shows you in the best light possible, even with no experience.

#6. How Can I Write an International CV?

To create an international CV, research the preferred style for the country you're applying in. For example, a CV for a job in Australia will be different from a CV for the same job in China.

Start writing your CV by adding a header with your contact details and a professional summary at the top. Then move on to your work experience or education section first, depending on your level of experience.

Include skills relevant to the job and the languages you can speak, and be prepared to translate your CV into the local language or dialect if necessary.

Key Takeaways

And that’s a wrap! 

At this point, you know everything there is to know about formatting your CV.

Now, let’s do a quick recap of the most important things we’ve covered in this article:

• Your CV’s formatting is important if you want to make it through the ATS. Be careful when crafting your CV and don’t use quirky names for the CV sections.
• The most important CV sections include contact information, a CV headline, work experience, educational history, and skills. If you have space, you can add optional sections like languages, certifications, and volunteering.
• Always use standard practices when formatting your CV. Stick to a single font, use 1.0 or 1.15 line spacing, and set the margins to one inch on all sides of your document.
• Consider using a professional CV template to make sure your formatting is flawless and gets past the ATS with no hassle.

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• Career Planning
• Finding a Job

Curriculum Vitae (CV) Format Guidelines With Examples

Curriculum Vitae Formatting Tips

What to include in your cv, curriculum vitae format, curriculum vitae template.

• Curriculum Vitae Example

Tips for Writing Your CV

Image by Maddy Price © The Balance 2019

Do you need to write a curriculum vitae ? A curriculum vitae, commonly known as a CV, is an alternative to writing a resume to apply for a job. CVs are most commonly used in academia, research, and medicine—not to mention for most jobs outside of the United States.  

While a resume is typically only a page or two in length, a CV is more detailed and therefore longer, often containing more information about academic achievements than a resume

CVs vary depending on your field and experience, but there are a number of general format and style guidelines you can follow when creating a CV.

There are also certain sections most people include in their CVs, as well as optional sections.

Learn how to format your curriculum vitae and what to include. Review CV tips and use the format example as a template for your own CV.

CV Length: While resumes are generally one page long, most CVs are at least two pages long, and often much longer.

Font Choice and Font Size: There's no need to use ornate fonts that are difficult to read; Times New Roman, Arial, Calibri, or fonts like these are best. Your font size should be between 10 and 12 points, although your name and the section headings can be a little larger and/or bolded.

Format: However you decide to organize the sections of your CV, be sure to keep each section uniform. For example, if you put the name of one organization in italics, every organization name must be in italics. If you include a sentence or two about your accomplishments in a particular position, fellowship, etc., make a bulleted list of each accomplishment. This will keep your CV organized and easy to read.

Accuracy: Be sure to edit your CV before sending it. Check spelling, grammar, tenses, names of companies and people, etc.

Not all CVs look the same. You may choose to include only some of these sections because others do not apply to your background or your industry. Include what seems appropriate for your area of specialty. Here's an overview of what to include in a CV:  

Your CV should vary in style and content based on the position and the organization you are applying to.

Contact Information: At the top of your CV, include your name and contact information (address, phone number, email address, etc.). Outside of the US, many CVs include even more personal information, such as gender, date of birth, marital status, and even the names of children. Unless you are applying to a job outside of the United States, there's no need to include that information.

Education: This may include college and graduate studies. Include the school attended, dates of study, and degree received.

Honors and Awards: Feel free to list your dean's list standings, departmental awards, scholarships, fellowships, and membership in any honors associations.

Thesis/Dissertation: Include your thesis or dissertation title. You may also include a brief sentence or two on your paper, and/or the name of your advisor.

Research Experience: List any research experience you have, including where you worked, when, and with whom. Include any publications resulting from your research.

Work Experience: List relevant work experience, including non-academic work that you feel is related. List the employer, position, and dates of employment. Include a brief list of your duties and/or accomplishments.

Teaching Experience: List any teaching positions you have held. Include the school, course name, and semester. You may also include any other relevant tutoring or group leadership experience.

Skills: List any relevant skills you have not yet mentioned so far, like language skills, computer skills , administrative skills , etc.

Publications and Presentations: List any publications you have written, co-written, or contributed to. Include all necessary bibliographic information. You should also include any pieces you are currently working on. Include papers you presented at conferences and/or associations: list the name of the paper, the conference name and location, and the date.

Professional Memberships: List any professional associations to which you belong. If you are a board member of the association, list your title.

Extracurricular Activities: Include any volunteer or service work you have done, as well as any clubs or organizations to which you have belonged.

You can also include any study abroad experiences here if you have not already mentioned them.

Your Contact Information Name Address Telephone Cell Phone Email

Optional Personal Information This information is not included in U.S. CVs. It may be requested in other countries. Date of Birth Place of Birth Citizenship Visa Status Gender Marital Status Spouse's Name Children

Employment History List in chronological order, include position details and dates. Work History Academic Positions Research and Training

Education Include dates, majors, and details of degrees, training, and certification. Post-Doctoral Training Graduate School University High School (Depending on the country)

Professional Qualifications Certifications and Accreditations

Computer Skills

Publications

Professional Memberships

This is an example of a curriculum vitae. Download the curriculum vitae template (compatible with Google Docs and Word Online) or see below for more examples.

Curriculum Vitae Example (Text Version)

EMILY WILLIAMS 42 Oak Drive, Center City, Indiana, 46278 Phone: 555-555-5555 Cell: 555-666-6666 email@email.com

Ph.D. , History, University of Center City, 2020 Dissertation: “Traveling West: A History of the Railroad, 1850-1900” Dissertation Advisors: William James (first reader), Tatiana Ayole (second reader)

M.A. , History, University of Center City, 2017 Dissertation: “The Golden Spike: The Role of the Railroads in the Industrial Revolution” Dissertation Advisor: John Murray

B.A., American Studies, Rogers College, 2012 Graduated Summa Cum Laude

HONORS AND AWARDS

Best Dissertation Award, University of Center City, 2020 Received award for best dissertation in the humanities. Three awards are given each year to Ph.D. graduates in humanities, physical sciences, and social & behavioral sciences.

James Doe Award, University of Center City, 2019 Given to the graduate student who earned the highest GPA in their school. 

Phi Beta Kappa, Invited Junior Year at Rogers College, 2011

Dean’s List, Rogers College, 2009-2012

PUBLICATIONS

"The Role of the Railroad in the Development of Philadelphia, 1840-1860.” Journal of American History and Technology. Vol. 71, no. 8 (Spring 2020): 88-101.

“Book Review: Michael Weston’s Travels through Philadelphia.” Philadelphia History Journal. Vol. 71, no 2 (Fall 2019): 121-123.

TEACHING EXPERIENCE

Instructor, University of Center City, 2018-Present

•  American History, 1865-Present
•  History of Technology

Teaching Assistant, University of Center City, 2016-2018

• World History
• Popular Culture in America

CONFERENCE PRESENTATIONS

“The Rise of the Easton Railroad Company.” History of America Conference. Philadelphia, PA, 2020.

“The Railroad in American Literature.” American Railroad History Conference. Trenton, NJ, 2019.

PROFESSIONAL SERVICE

President, University of Center City Graduate Student Association, 2020 Conference Organizer, Graduate History Conference, University of Center City, 2018

COMMUNITY SERVICE

Co-organizer, Center City Cares, University of Center City Outreach Program, 2017

PROFESSIONAL AFFILIATIONS

American Historians Organization Organization of American Technology

English: Native Language Spanish: Fluent, Advanced Reading and Writing Mandarin: Novice Speaker

COMPUTER SKILLS

Microsoft Office, WordPress, Google Analytics, Social Media

Be Sure a CV Is the Right Choice for You: Depending on the job opening and your work history, a CV may or may not be the best way to highlight your skills and experience. For example, if your experience fits on one page, a resume may be a better choice.  

Review Sample Curriculum Vitae Before Writing: If you're starting your CV from scratch, review curriculum vitae samples first and use a template to structure your writing. Be sure to personalize your CV to reflect your unique experience and qualifications.

Write a Custom Curriculum Vitae for Every Job Opening : Yes, it takes more time than simply sending a generic CV – but it’s worth it. Write a custom CV highlighting the skills and work experience that make you an ideal fit for the role, and you’ll improve your chances of getting the interview.

Printing Your CV: I f you plan on using a paper copy of your CV, be sure to print it on a high-quality resume paper. Using paper that is of better quality helps to portray your professionalism.

Pomona College. " How to Write a Curriculum Vitae ." Accessed March 7, 2020.

University of North Carolina at Chapel Hill. " Curricula Vitae (CVs) versus Resumes ." Accessed March 7, 2020.

• Open access
• Published: 19 September 2024

Comparative analysis of factors and barriers intervening in research participation among romanian and international medical graduates from one romanian medical faculty across three generations

• Andreea Iulia Pop 1 &
• Lucia Maria Lotrean 2  

BMC Medical Education volume  24 , Article number:  1028 ( 2024 ) Cite this article

Metrics details

This study focuses on the factors that encouraged engagement in research activities, as well as the barriers that restricted their involvement, until the final year of study at Iuliu Hatieganu University of Medicine and Pharmacy Cluj-Napoca, Faculty of Medicine. The main objectives of this study are to investigate potential disparities in research culture and student engagement in various research opportunities between Romanian and international medical graduates, as well as to conduct an examination of the observed patterns across various graduating years (2021–2023).

Materials and methods

A cross-sectional investigation was conducted among graduate students of the Faculty of Medicine at the Iuliu Hațieganu University of Medicine and Pharmacy in Cluj-Napoca, Romania. From 2021 to 2023, all graduate students from the Romanian and international programs of the faculty were asked to participate in the study by filling out an anonymous online questionnaire. The final sample included 572 participants, of whom 392 were students from the Romanian section and 180 were students from international programs.

Motivation and personal interest drive research engagement, according to over half of graduates. For over one-third of graduates, institutional elements like financial support and education also play a major role, as does the desire to enhance their curriculum vitae. More than 25% of graduates value community influence, 70% of graduates attended medical congresses, 12–15% presented papers at medical conferences, 23% wrote medical articles, 10–15% published at least one scientific paper in medical journals, and 20% participated in medical school research projects. Comparative analysis showed that Romanian students start research earlier, attend more medical conferences, present posters, collect data for studies, and are more interested in publishing graduation thesis data in scientific journals. To encourage international students to participate in research, the study found that colleagues’ examples were more important, and both time and funds were key barriers. The research also shows that 2022 and 2023 graduates will organize more scientific conferences. According to the study, 2022 graduates began their research earlier than others.

Conclusions

To increase student engagement in research activities, medical schools should prioritize the promotion of positive factors, minimize common barriers, offer customized support and resources, encourage collaborative research activities, and facilitate cross-cultural learning.

Peer Review reports

Introduction

Medical schools play a crucial role in providing professionals with the necessary knowledge and skills to excel in their careers and contribute to the healthcare system [ 1 ]. The conventional medical education structure has created skilled and scientifically grounded healthcare professionals, but it is essential to adapt learning methods to align with new technological advances, diagnostic strategies, and medical treatments [ 2 , 3 , 4 ]. As healthcare environments change, medical education must advance to meet the evolving needs of patients and healthcare professionals. To stay informed about medical innovations, medical students must develop practical skills, synthesize information, and analyze vast amounts of information. They should also maximize interprofessional learning possibilities and balance the risks and benefits of various treatment options to provide the best possible patient care [ 5 , 6 , 7 ]. Currently, the requirement for enhanced competence in evidence-based medicine and concerns regarding the declining representation of physician-scientists have emphasized the necessity of promoting and encouraging research in medical education [ 8 , 9 , 10 , 11 ].

Research involves data collection and analysis, gathering key information, and then analyzing and interpreting that information according to academic and professional procedures. This suggests that research helps students develop critical thinking and problem-solving skills, which are crucial for healthcare practitioners, and it is essential to actively involve and motivate the upcoming generation of physician-scientists from earlier stages [ 12 , 13 ]. Throughout the years, medical students have produced important innovations that have had a significant influence on current medicine through the adoption of evidence-based practice. Students made notable progress in several areas, such as the discovery of heparin, Raynaud’s disease, brachial plexus palsy, the atrioventricular node, ether anesthesia, penicillin, and insulin. Those historical examples play a crucial role in sustaining students’ motivation and developing their enthusiasm for excellence [ 14 ].

Scholarly research training programs help undergraduate medical students critically assess new information, communicate, and share research findings, making valuable contributions to the advancement of medical knowledge [ 15 ]. According to Yin et al., medical schools must prioritize research by offering enough opportunity, motivation, and assistance for student engagement [ 16 ]. Previous studies have investigated the training and participation of medical students in curricular and extracurricular research activities. Since the 1960s, some medical schools, such as Duke University and Stanford University, have offered research programs that accompany traditional education, widening students’ scientific knowledge and recruiting them to academic medicine [ 17 ]. Many medical schools nowadays offer students either mandatory or optional research alternatives that enhance their research skills. The Bologna process contributed to a restructuring of the medical undergraduate degree in Europe. It was launched in 1999 by several European countries with the goal of improving the acceptance and quality of higher education qualifications in the region. According to the Bologna process, European universities must evaluate scientific training and include research in their undergraduate medical degrees. As a result, medical students must complete a research project in order to graduate [ 8 , 18 ]. To promote supervised research, Asian universities have implemented graduation requirements, which generally require undergraduate participation for a semester or academic year, either individually or with the support of the government [ 19 ]. The Liaison Committee on Medical Education (LCME) conducted a survey among 147 medical schools in the United States between 2017 and 2018, which revealed that 65 of them mandated medical students to conduct research [ 20 ]. On the other hand, extracurricular research programs (ERPs), such as summer research programs, Honours programs, or any other student research organizations worldwide, such as Harvard College Undergraduate Research Association, Cambridge University Students’ Clinical Research Society, and John B. Graham Medical Student Research Society, have been set up by many medical schools to encourage students to do research, develop an academic mindset, and become future doctors who are also scientists [ 21 , 22 ].

Although the level to which medical graduates participate in research activities is influenced by a variety of factors and obstacles. Prior research has identified that to encourage and sustain the engagement of medical students in research, it is imperative to identify the fundamental factors that motivate their research efforts throughout the early years of their medical education [ 23 ]. In their study, Ommering et al. investigate the motivation of medical students to conduct research, and their findings suggest that students may have both intrinsic and extrinsic motivations. For extrinsic motivations, medical students may engage in research to enhance their training and career opportunities, such as securing a competitive residency. Furthermore, there is proof that students can be really interested in research and contribute out of satisfaction, as regards intrinsic motivations. Self-efficacy, curiosity, and challenge, prior training in scientific research, supportive teachers, and an environment that encourages research are the valuable motivational variables [ 23 , 24 ]. While there is a tendency to refine involvement in research during medical school, the literature highlights both institutional and non-institutional barriers to successful participation. Previous studies have found several common barriers to research involvement, such as time constraints, insufficient funds, insufficient support from mentors, and a lack of knowledge and experience. Thus, Andrea and Sarah Cuschieri found that medical graduates often receive inadequate assistance and direction from faculty members and mentors, insufficient resources for carrying out research, minimal opportunities to participate in scientific initiatives, and a lack of motivation [ 25 ]. Griffin and Hindocha also highlighted barriers perceived by medical students to publishing, such as a lack of opportunities to conduct research, insufficient support from seniors, limited education on writing manuscripts, limited time, insufficient knowledge of publication standards, and insufficient research infrastructure [ 26 ]. Stone et al. also demonstrated the existence of institutional and non-institutional barriers to conducting research during undergraduate medical school. These barriers include time constraints, a lack of mentors, inadequate support, limited access to resources, curriculum design, a lack of skills and self-efficacy, awareness and motivation, funding, internet access, and gender and cultural issues, all of which hinder medical students’ engagement in research activities [ 9 ]. Furthermore, in prior studies, the unequal attainment gap among ethnic groups begged serious concerns about performance differences, therefore affecting medical education and the medical profession. The ethnicity of medical students often influences learning and performance due to limited educational resources, unadapted curricula, and medical school populations [ 27 , 28 , 29 ].

According to our knowledge, little is known about the practices, factors, and barriers affecting research engagement among medical graduates, especially when comparing national and international students. There are no other studies on medical undergraduate research in Romania, except for our previous study, which examined the first-time research perspectives and behaviors of students in their third and fifth years of study. The previous findings indicated that Romanian medical students value research possibilities, which promotes institutional attempts to support their curricular and extracurricular research [ 30 ]. This present study can be considered a continuation of the first investigation, as it aims to examine the factors that influence the engagement of undergraduate medical students in research, as well as the research practices performed by graduates until they complete their final year at the Faculty of Medicine of Iuliu Hatieganu University of Medicine and Pharmacy in Cluj-Napoca. This is one of the most prestigious medical universities in Romania. The university’s Faculty of Medicine admits three cohorts per year, and there are programs offered in various languages: Romanian, English, and French. The student selection process varies between programs. The Romanian program selects students for admission through a written exam. International applicants to the English and French language programs are admitted based on their academic performance and personal accomplishments. Although they share clinical areas and classrooms, local and foreign students do not show up to attend the same seminars. Every cohort has different clinical rotations and class schedules, so their academic activities never cross. Each year, the university’s Faculty of Medicine admits a specific number of students into the medical program. For example, in the last ten years, the admitted number of students per year varied between 500 and 600 students per year, until recent 4 years, when the university admitted approximately 800 students per year into its medical programs. The proportion of students has an equal distribution of 50% Romanian students and 50% international students [ 31 ]. The Cluj-Napoca Faculty of Medicine offers six-year undergraduate medical education that includes, in the first year’s curricula, a module on medical biostatistics and, in the second year’s curricula, a module on scientific research methodology. Until the final year, the students must prepare and present a demanding scientific report known as a graduation research thesis in accordance with the Bologna process. Teachers also offer guidance and support throughout extracurricular research.

This study aims to investigate the factors that encourage student engagement in research, as well as the barriers that limit their decision to participate in research. Furthermore, in terms of practices, behaviors for both mandatory and optional research activities have been followed. Furthermore, socio-demographic aspects were examined. This research would be valuable in creating an overview of the research motivation, barriers, and best practices for fostering research involvement in the current situation, while there is a persistent pedlary for medical students to become physician-scientists in the context of the physician-scientist deficit worldwide. This research seeks to provide insights into the research culture, resources available, and levels of student involvement in a medical school, along with potential differences between Romanian and international students in three graduating cohorts (2021–2023). Furthermore, examining the trends across graduation years may shed light on how medical education and research opportunities are evolving. If we understand students’ perspectives, we may use evidence-based ways to increase medical students’ interest and ameliorate barriers in research to prepare the future generation of physician-scientists.

The current research aimed to use a survey with 5-point Likert scales and multiple-choice questions to evaluate factors influencing research involvement and scientific activities among graduates from 2021 to 2023, along with exploring their socio-demographic characteristics. This study provided a focused examination of the following research objectives:

Identification of socio-demographic indices: gender, section, and year of faculty graduation.

Evaluation of factors that encourage student participation in research activities: personal influence, community influence, educational influences, and financial influences.

Evaluation of the barriers that limit medical students research participation: personal influence, educational influences, and financial influence.

Identifying research behaviors: the year of debut, complexity of research activity, contributions, participation in scientific congresses, participation in the process of writing a scientific article, aspects of publishing graduation thesis data in a scientific journal, and interest in participating in research activities after graduation.

Comparing factors for involvement in research and scientific activities between Romanian and international students and analyzing them throughout time from 2021 to 2023.

Material and methods

Study sample and data collection.

This research is a component of a larger study centered around evaluating the engagement of medical students in research and voluntary activities. The project received ethical approval from the Ethics Commission of Iuliu Hatieganu University of Medicine and Pharmacy under Approval Number DEP27/03.11.2021.

A cross-sectional investigation was conducted among graduate students of the Faculty of Medicine at the Iuliu Hațieganu University of Medicine and Pharmacy in Cluj-Napoca, Romania. From 2021 to 2023, all graduate students from the Romanian and international sections of the faculty were asked to participate in the study by filling out an anonymous online questionnaire (a total of 1878 students were invited). We chose to investigate the Romanian and international cohorts separately in order to learn more about how their educational and cultural backgrounds influence their research attitudes and practices. We separately looked at these groups to identify their unique requirements and obstacles in order to create focused strategies to increase student research participation. The questionnaire was distributed using the Microsoft Teams platform, which is commonly used by all affiliated members of the University of Medicine and Pharmacy, Iuliu Hatieganu. The students received an invitation explaining that participation was voluntary, and they agreed to participate by filling out the questionnaire. Those who did not wish to participate did not complete the questionnaire.

Instrument for data collection

For this research project, we specifically designed an online survey to evaluate socio-demographic factors (age, gender), academic aspects (section, year of graduation), opinions about factors that encourage or limit involvement in research, and the research practices of undergraduate medical students. To identify common themes and factors reported in previous studies, we conducted a thorough literature review, which helped us derive the motivating factors and barriers related to student involvement in research. This influenced the development of our survey questions. Factors that encourage medical students involvement in research are the following: personal influence (motivation and personal interest, curriculum vitae improvement motivation), community influences (example of other colleagues), educational influences (teacher presentation of research participation options, teacher mentoring and support, medical research student courses or training), and financial influence (the existence of research grants for undergraduate students, monetary remuneration); The response choices were presented on a five-point scale that varied from “not at all” to “to a very high extent.” The barriers to medical students’ involvement in research are as follows: personal influence (lack of time caused by required medical training courses or internships during medical studies, lack of interest or lack of motivation for research), educational influences (difficulty finding a research coordinator, team, or research project), and financial influence (lack of or insufficient financial compensation for work done). The response choices were presented on a five-point Likert scale that varied from “not at all” to “to a very high extent.” Additionally, the questionnaire examined the research practices of medical students as follows: the year of study when students started their research activity, if they had been engaged in research projects only for their graduation thesis, or if they performed more complex research activities till graduation. The questionnaire asked about the contributions of students to research activities (data review of scientific literature, development of research ideas and hypotheses, research methodology and protocol, data gathering tools, statistical analysis, laboratory experiments, abstract and presentation development for scientific conferences, and writing medical articles). Moreover, the questionnaire asked about students’ involvement in medical congresses, if they had presentations such as oral or poster presentations (the response choices were presented on a four-point scale that varied from “not at all” to “more than three times”), if they had been involved in writing scientific articles (the response choices were presented on a four-point scale that varied from “not at all” to “more than three times”), or if they were publishing various types of scientific articles (publishing editorials or letters to the editor, reviews, original articles, clinical case presentations), and if they were first authors or co-authors. The students were asked if they had participated in research projects during medical school (the response choices were presented on a four-point scale that varied from “not at all” to “more than three times”). Additionally, the questionnaire asked about the interest in publishing graduation thesis data in a scientific publication. The questionnaire also evaluated interest in enhancing knowledge of proper scientific article writing, interest in better comprehension of abstract writing, and interest in understanding the publishing rules of a scientific paper. The questionnaire aimed to gather data on motivation and interest to participate in research activities after completing medical studies (with response options being ‘Yes,’ ‘No,’ or ‘I do not know’). Students received the questionnaire in Romanian, English, and French, and the average time to complete it was 15–20 minutes. We assessed the reliability of the questionnaire using internal consistency and found Cronbach’s alpha for each index. We found that the Research Involvement Index, which included 6 items, had a Cronbach’s alpha of 0.74; the Index of Factors Encouraging Student Research, which included 9 items, had a Cronbach’s alpha of 0.71; and the Research Involvement Barriers Index, which included 5 items, had a Cronbach’s alpha of 0.70. Each of the three indexes indicates good internal consistency. Our previous study, which examined the perspectives and behaviors of medical students in their third and fifth years of study for the first time, also tested the questionnaire. We made minor revisions to align with the actual research questions, thereby enhancing the questionnaire’s comprehensibility and reliability.

Data analyses

The prevalence and mean values were calculated for the investigated topics separately for the Romanian section and international section, as well as for graduates from the 2021, 2022, and 2023 generations. Chi2 tests and t-tests were used to analyze differences among students in the Romanian and International sections, as well as among graduates from the 2021, 2022, and 2023 generations. Three types of indexes were developed to provide greater clarity into the factors influencing involvement in research and research practices.

An index of encouraging student research factors was developed by summing the scores (to a very high extent, coded + 2, to a high extent, coded + 1, I do not know, coded 0, to a low extent, coded − 1, not at all, coded − 2) of the following criteria: motivation and personal interest, curriculum vitae improvement motivation, examples of other colleagues, teacher presentations of research participation options, teacher mentoring and support, medical research student courses or training, the existence of research grants for undergraduate students, and monetary remuneration. The minimum value was − 16, and the maximum was + 16.

An index of research involvement barriers was developed by summing the scores (to a very high extent, coded + 2, to a high extent, coded + 1, I do not know, coded 0, to a low extent, coded − 1, not at all, coded − 2) of the following criteria: lack of time caused by required medical training courses or internships during medical studies, lack of interest or lack of motivation for research, difficulty finding a research coordinator, team, or research project, and lack of or insufficient financial compensation for work done. The minimum value was − 8, and the maximum was + 8.

An index for the involvement of medical students in research (research involvement index) was developed by summing the scores of involvements in the following research activities: participation at medical congresses, presenting papers at medical congresses (oral or poster presentations), participation in writing a scientific article, article publications, and participation in research projects. The available responses for each issue are 0 (no) and 1 (yes); therefore, the minimum value obtained for each participant was 0 and the maximum value obtained was 5.

We used forward selection in two stepwise multivariate linear regression analyses to find out what factors influenced the variations in the Research Involvement Barriers Index and the Index of factors that encourage student research. The dependent variables were the index of factors that encourage student research and the research involvement barriers index. For both, the independent variables were age, gender (coded 1–males, 2–females), and sections (Romanian section, international section). The analyses were performed separately for each index. Another stepwise multivariate linear regression analysis was conducted using forward selection to determine factors that contributed to the variation in the research involvement index. The dependent variables were the research involvement index, and the independent variables were age, gender (coded 1–males, 2–females), sections (Romanian section, international section), the index of factors that encourage student research, and the Research Involvement Barriers Index.

The data were analyzed using SPSS 22 statistical software, and significant findings are presented at a significance level of 0.05.

Sociodemographic characteristics

The final sample included 572 participants, which represents a response rate of around 30%. Of the participants, 215 (37.6%) were male and 357 (62.4%) were female, aged between 22 and 54 years (mean 25.25, SD 2.1). Ranking them according to the study section, 392 (68.5%) were students from the Romanian section and 180 (31.5%) were students from the international sections. Ranking them according to the years of graduation, 232 (40.5%) students graduated in 2021, 172 (30%) in 2022, and 168 (29.5%) in 2023.

Opinions on research and comparative analysis of graduate students from Romanian and international sections of different generations

Both Romanian and international students emphasize motivation, personal interest, and teacher mentoring and support as significant factors in research participation. Romanian students, in proportion to 67%, value motivation and personal interest, and 59% value teacher mentoring, while international students, in proportion to 58%, value motivation and personal interest, and 47% value teacher mentoring. Over one-third of Romanian students highlight CV improvement, research opportunities presented by teachers, and research training. Also, among international students, 40% report research training as influential, with around one-third citing CV improvement, examples of colleagues, and student research grants. The major barriers identified by Romanian students are as follows: 53% mention a lack of time and difficulty finding a research coordinator; 41% mention a lack of interest or motivation; and 20% mention insufficient financial compensation. Regarding the international students, 63% report difficulty finding a research coordinator, and 56% cite a lack of time, with a considerable proportion also noting financial constraints. The index of factors encouraging student research shows that Romanian students have a calculated score that varies between − 14 and + 16, with a mean of 8.38, whereas international students have a score ranging from − 4 to + 16, with a mean of 7.98. No statistically significant difference was seen between the two groups. The research involvement barriers index scores for Romanian students vary between − 6 and + 8, with a mean of 3.43, and for international students, they vary from − 4 to + 8, with a mean of 4.11. No statistically significant difference was seen between the two groups. Table  1 reports detailed information about the factors and barriers that could affect Romanian and international students’ participation in research activities.

Analyzing the answers of all students in the three graduating cohorts, several key factors emerged as influencing their involvement in research activities. The students consistently identified motivation, personal interest, teacher mentoring, and support as significant factors. Between 60% and 67% of all graduates attributed high importance to these factors. Teaching staff’s presentations of research opportunities, CV improvement, and the availability of student research funds enhanced the interest of about 40% of all cohorts of graduates in research. Colleagues’ examples and financial rewards significantly influenced the engagement of about 30% of 2023 graduates and one-third of 2021 and 2022 graduates. Throughout the years, barriers to research involvement remained consistent. Around half of students in all graduating cohorts identified a lack of time and difficulty finding a research coordinator, team, or project as major obstacles. Around 40% of graduates reported a lack of interest or motivation. Between 25% and 33% of graduates identified insufficient financial compensation as a significant barrier. However, the 2023 graduates placed more importance on the influence of examples from colleagues compared to the 2022 graduates. Furthermore, 2022 graduates emphasized the lack of funds as a barrier in comparison to 2021 graduates. The index of factors encouraging student research showed mean scores of 8.45 for 2021 graduates, 7.69 for 2022 graduates, and 8.57 for 2023 graduates, with no statistically significant differences between the groups.

The index of factors encouraging student research shows that 2021 graduates scored between − 7 and + 16, with a mean of 8.45. In comparison, 2022 graduates scored between − 14 and + 16, with a mean score of 7.69, while 2023 graduates scored between − 8 and + 16, with a mean score of 8.57. There was no statistically significant difference observed between the two groups. The Research Involvement Barriers Index scores for 2021 graduates range from − 6 to + 8, with a mean of 3.44; for 2022 graduates, the scores range from − 4 to + 8, with a mean of 3.78; and for 2023 graduates, the scores vary from − 3 to + 8, with a mean of 3.77. There was no statistically significant difference observed between the groups. Table  2 provides detailed information about the factors and barriers that could affect the students’ participation in research activities in the three graduating cohorts (2021–2023).

Practicies on research and comparative analysis of graduate students from Romanian and international sections of different generations

Around one-third of students from both sections began participating in research during their sixth year, with Romanian students starting earlier on average (t-test, p  < 0.01). About 70% of Romanian and over 80% of international students engaged in research linked to their graduation thesis, with a significant difference between groups (chi-square, p  < 0.05). Less than 20% performed more complex research. Romanian students more frequently participated in data collection compared to international students who preferred performing literature reviews (chi-square, p  < 0.01). Around 80% of Romanian and less than half of international students attended medical conferences (chi-square, p  < 0.01). In proportion, 36% of Romanian and 21% of international students were on the scientific meetings organization staff (chi-square, p  < 0.01). Approximately 12% of Romanian and 5% of international students presented posters at scientific conferences (t-test, p  < 0.05). One-quarter of Romanian and 20% of international students contributed to the writing of medical research papers, with Romanian students having a higher co-authoring rate (chi-square, p  < 0.05). A proportion of 29% of Romanian and 20% of international students were interested in publishing their research data (chi-square, p  < 0.05). Overall, 7% of international students and 6% of Romanian students have published their graduation thesis output. The research engagement index was higher for Romanian students (mean 1.53) compared to international students (mean 1.06) (t-test, p  < 0.01). Over 80% of students showed interest in improving their skills in scientific writing, with higher interest among Romanian students (chi-square, p  < 0.05), and around 60% were interested in post-graduation research activities. Table  3 provides detailed information about research practices and comparative analyses of Romanian and international graduates.

Approximately one-third of each cohort began research in their sixth year, with 2022 graduates starting earlier on average (t-test, p  < 0.05). Over 70% of graduates from all years participated in thesis-linked research, while less than 20% conducted more complex research. Around 31–38% of participants reviewed scientific literature, 25% developed research ideas and methodologies, and 28–37% performed data collection. More than one-third of 2021 graduates, as well as 40% of 2022 and 2023 graduates, performed statistical analysis. Most students attended medical congresses, with 12–15% presenting papers, 9% presenting posters, and 6.5–9.9% giving oral presentations. A quarter of 2021 graduates, 42% of 2022 graduates, and 30% of 2023 graduates were on the scientific meetings organization staff, with higher engagement in 2022 and 2023 (chi-square, p  < 0.05). Around 23% of graduates contributed to writing medical research papers. About 29% of 2021 graduates and 25% of 2022 and 2023 graduates were interested in publishing their research data, while 6% of the three graduating cohorts had accepted or published articles. Approximately 20% of graduates engaged in faculty research projects, with a mean of 1.3 regarding the research index scores. Interest in improving scientific writing skills was high. Over 79% of graduates showed interest in improving their skills in scientific writing, with higher interest among 2022 and 2023 graduates (chi-square, p  < 0.05), and around 60% were interested in post-graduation research activities. Table  4 provides detailed information about practices in research and comparative analysis in the three graduating cohorts (2021–2023).

Regarding aspects associated with involvement in research, the multivariate linear regression findings show that the index of positive factors was higher among female students (standardized beta 0.146, CI = 4.715–7.322, P  < 0.01). Additionally, the negative factor index was shown to be higher among female students (standardized beta 0.144, CI = 0.363–1.308, P  < 0.01) and in international sections (standardized beta 0.131, CI = 0.296–1.282, P  < 0.01). Also, the research index was higher among the Romanian section (standardized beta − 0.174, CI = -0.688–-0.251, P  < 0.01).

This study investigates the research factors and practices of students in their final year at Cluj-Napoca’s Iuliu Hatieganu University of Medicine and Pharmacy Faculty of Medicine.

The concept of originality is related to the evaluation of the aspects perceived by medical students regarding the factors that encouraged engagement in research activities, as well as the barriers that restricted their involvement, until the final year of study. It also refers to determining potential disparities in research culture and in student involvement in different types of research opportunities among Romanian and international medical graduates. Furthermore, performing an analysis of the patterns observed across different graduating years (2021–2023) may provide valuable insights into the dynamic nature of medical education and the potential for research advancements.

Factors encouraging and maintaining interest in medical student research

Ommering et al. found that to encourage and maintain the interest of medical students in research, it is necessary to understand the motivations that drive them to engage in research as well as the specific factors that contribute to their motivation for research [ 23 ]. In this light, our study’s results indicate that personal interest, which represents intrinsic motivation, is the most important factor that significantly encourages student engagement in research. Additionally, the authors of the previous cited study found that students may undertake research for future educational and professional options, such as a desired residency position [ 23 ]. However, our study reveals that the improvement of the curriculum vitae, a representation of extrinsic motivation, appears to have a less significant impact on students’ involvement in research. It’s possible that the lower significance achieved by improving their CV is due to the fact that, in the Romanian medical system, training possibilities and jobs post-graduation are based primarily on exams rather than CVs [ 30 ]. The absence of observed discrepancies between both sections is intriguing because this aspect was anticipated to have a greater impact on students from the international sections as the curriculum vitae continues to have significant importance in the residency applicant assessment process for most graduates globally [ 32 ]. Thus, according to our findings, medical schools should prioritize their students’ personal interests and curiosity in research. This might entail both research classes and practical research activities as part of the teaching program, which should promote curiosity and foster intrinsic motivations early in medical education.

Institutional factors influencing research involvement

In this study, educational influences, such as the presentation of research participation options by teachers, their mentoring and support, and the organization of medical research student courses or training, have a significant impact on students’ involvement in research. According to Abu-Zaid, teachers who encourage research have a substantial impact on students’ views towards this area and their aspirations for future careers [ 33 ]. However, the significance of teacher mentorship and assistance is perceived to a greater extent by students in the Romanian section. The observed disparity between the sections is unexpected, as both Romanian and international students interested in medical research receive the same guidance and assistance for research participation. This is due to the fact that the “Iuliu Hatieganu” University of Medicine and Pharmacy actively promotes research activities across all fields and departments. One potential reason for this disparity could be cultural differences in the perception of mentorship. Given their different origins, international graduates could have different expectations and mentorship experiences. Although the university strives to provide comparable mentoring, the increased perceived value of teacher interaction among Romanian students indicates underlying reasons needing further investigation.

Furthermore, when considering financial factors, it is observed that students view the presence of research grants as a significant and favorable factor that encourages their engagement in research. Similar findings were also expressed by Australian students, who said that one of the main elements motivating research activities throughout medical school is financing [ 34 ]. Iuliu Hatieganu University of Medicine and Pharmacy ranks first among Romanian medical universities in the number and value of competitive research grants due to the extraordinary effort of teaching staff collectives, the institutional frame improved by creating the Department for Research and Development, and the more generous financing programs. Most research funding comes from grants and contracts [ 35 ]. However, the results of the present investigation showed that Romanian students expressed a stronger belief that the existence of funds has a higher impact on their engagement in research. Romanian students probably view financing as more significant because of their connections with local funding sources, prior expertise in financially sponsored research projects, cultural and socioeconomic issues, and favorable experiences with financed research. To enhance research engagement, it should provide customized support and resources, encourage collaborative research efforts, and promote cross-cultural learning and idea exchange.

Community influences

The benefits of collegiality and collaboration, knowledge acquisition, and career-mindedness for medical students were highlighted by Yin et al. in their investigation that examined the effects of graduates’ research experiences on their medical undergraduate colleagues. [ 16 ]. The current study found that the example of other colleagues influences their involvement in research, and the findings vary between the groups under investigation. International students place a higher importance on this factor, probably because they could be more collaborative with their colleagues in the context of their smaller number of colleagues than in the Romanian section. Thus, they could have more chances to work together on research projects and influence each other by personal example. Additionally, the cohort of 2023 graduates showed stronger confidence that the influence of their colleagues’ examples has a greater effect on their research engagement compared to the 2022 graduate cohort. This might be the result of more peer cooperation, more group research projects, or a developing university culture of common academic interests.

Barriers to research participation

The outcomes of our study correspond closely to the available literature; many of the findings regarding barriers are comparable to the results of previous investigations. Key barriers to undergraduate research participation include a lack of knowledge and skills, limited faculty support and funding, as well as structural barriers like time constraints, limited research facilities, and a lack of motivation [ 36 ]. Our findings highlighted that the time constraints caused by time-consuming internships or mandatory medical training courses are the most significant obstacle impeding students’ engagement in research activities. According to our findings, “lack of time” has a greater impact on international students, who may have less time to do research because they must adapt to new educational systems and learn a new language. It is already known that medical curricula are often too rigorous to include sufficient time for extracurricular study [ 37 ]. Siemens et al. also identified a lack of time as a major obstacle to conducting research, citing a demanding school schedule [ 38 ]. Most students perceive the challenge of finding a research coordinator or team and a research project as a significant obstacle. Similar studies on the importance of research mentorship for medical students mirrored our findings [ 38 , 39 ]. In addition, their lack of interest in research and lack of or insufficient financial remuneration are perceived as minor barriers by respondents. Hegde et al. and Kumar et al. also demonstrated similar results, describing barriers such as lack of interest, funding, and poor availability of research mentors that can hinder undergraduate participation in research [ 39 , 40 ]. Developing flexible curricula, enhancing mentoring programs, developing research skills, offering time management support, and improving funding possibilities will help students participate in research without compromising their clinical training or academic responsibilities.

Integration of research into medical curricula

The Boyer Commission’s report on undergraduate medical education emphasizes the importance of integrating scientific research training into medical curricula. This trend has evolved, and currently, research-based learning is widespread. Medical schools engage students in undergraduate research in various ways. Research-driven courses, extracurricular activities, and graduate research projects are examples [ 24 , 41 ]. Medical students at Iuliu Hatieganu University of Medicine and Pharmacy Faculty of Medicine participate in both compulsory research and extracurricular activities. Table  5 summarizes the main activities. These activities should improve abilities in critical literature evaluation, study objectives, methodology, data collection, analysis, interpretation, and oral presentation [ 30 ]. Incorporating scientific research in medical education at an early stage improves both cognitive and practical abilities, develops intellectual skills, encourages evidence-based learning, promotes the production of publications, stimulates future research, and facilitates career progression [ 33 ]. Although there are different opinions about compulsory research in the faculty. According to Abu-Ziad et al., this could lead to bad research practices that harm universities and research organizations.

Student involvement in research activities

The findings of the investigation indicated that most students commenced their research activities at a later stage, predominantly during their fifth and sixth years of study. This research commencement coincides with the most common timeframe for starting graduate research. Furthermore, the proportion of students who participated in more complex research activities varied from 12 to 18%. However, their research roles have been vast. These include a data review of scientific literature, the formulation of research ideas and hypotheses, the development of research methodology and protocol, the creation of data collection tools, data gathering in various environments, including hospitals, communities, and organizations, and data statistical analysis. The percentage of students engaged in activities such as conducting laboratory experiments, writing medical articles, and developing abstracts and presentations for scientific conferences was considerably lower. Romanian students were more involved in data collection, while international students focused more on literature reviews. The language barrier could be the key to these results, as international students could perform review-type research more easily than gathering data from local patients, while Romanian students were expected to collect information more easily due to their access to patient data and their improved interactions with local patients.

Data dissemination

Romanian students and international students have significantly different participation rates in medical conferences. Events like conferences, workshops, seminars, and symposiums offer unique learning opportunities. These events encourage medical staff to remain current on research, discuss best practices, and learn new skills, developing safety and quality [ 42 ]. Romanian students have a higher percentage of presentations, with around 15% presenting their work, while international students have around 10%. Posters were more common among Romanian students, while oral presentations were more common among international students. Our findings align with a previous study conducted in the United Kingdom, which showed that 17% of students had submitted an article for scientific meetings, which refers to their participation in poster and podium presentations [ 26 ].

Between 20% and 25% of students from the studied groups have contributed to writing medical publications at least once, while between 10% and 15% of participants published papers as authors. The Romanian section had a higher percentage of students who co-authored papers. Students from both sections contributed reviews, original articles, and clinical case presentations. Similarly, a previous investigation conducted among students from Dutch universities showed that 12% of the participants had published one or more papers either prior to or during their year of graduation [ 43 ]. In their study, Barbosa et al. showed that investigations conducted at the medical-degree level are an unexplored resource of scientific knowledge. Active participation in scientific research holds significant value in terms of enhancing one’s personal knowledge. However, it is equally crucial to share this knowledge to advance the medical field and, subsequently, improve healthcare outcomes [ 8 ]. More than one-quarter of students expressed interest in publishing their graduation research data, with Romanian students showing more interest. This may be due to the fact that most international graduates do not continue their training in Romania after graduation, making it difficult to work with the research team to disseminate graduation study results. Currently, there are international students with at least one paper at the peer review stage. Also, under 10% of students have articles approved or published already. Therefore, the publication rate for research graduation theses was lower than that of other European studies, with rates of 10.4% in Portugal, 17% in France, and 23.8% in Finland [ 8 ]. To contrast, our study exposed data collected around graduation, while these studies revealed data collected years after graduation [ 8 ].

Importance of research writing skills and career motivation

Previous investigations showed that medical students need expertise in writing papers and abstracts. Teaching these abilities would be valuable, and medical schools should provide information and knowledge about writing scientific articles and abstracts to help students develop a solid foundation for their postgraduate medical careers [ 26 ]. Our findings demonstrated that almost all the students want to improve their scientific manuscript writing (writing of the scientific article, abstract) and publishing guidelines. The 2022 and 2023 graduates were more interested in learning how to write a scientific article and abstract writing, while the Romanian students were more interested in improving their scientific manuscript writing and publishing guidelines.

According to Waaijer et al., positive experiences can drive student motivation in a research career. Thus, the present investigation showed that over half of participants express a desire to continue conducting research after graduation, and they are probably likely to have had favorable experiences related to research throughout their medical school studies [ 43 ]. Moreover, a systematic review focused on career choice demonstrated that obtaining a medical degree or participating in a fellowship program is linked to a professional path in the field of research medicine. Also, the completion of research projects and subsequent dissemination of findings within the context of medical school and residency have a strong connection to a career path in the field of research medicine [ 44 ].

Strengths and limitations of the study

There are several limitations associated with this study. The first limitation could be the fact that the study provides valuable insights into research participation among Romanian and international medical graduates; the findings could be comparable only with those of other medical schools under the Bologna process that adopt similar curricular and extracurricular research activities. Furthermore, the research sample includes exclusively medical graduates from one Romanian medical institution, so the findings could restrict the representation of many points of view and experiences in the larger community of medical graduates. Moreover, participants who are more interested in research may self-select, which could influence the findings. Another possible limitation of our study is the low response rate observed. We also observed declining participation rates over successive years. Survey fatigue, demographic changes, methodologies, perceived relevance, privacy issues, benefits, and societal trends all could help to explain declining survey participation rates. Also, uncontrollable factors such as socioeconomic status, prior research experience, or personal motivations can complicate the relationship between identified variables and barriers to research participation, thereby complicating the ability to establish causal relationships. Moreover, the cross-sectional design of the study may restrict its ability to capture changes in research participation. It is very difficult to observe patterns and experiences over time or across different stages of medical education. However, a strong point of this study can be considered a continuation of the first investigation, as it aims to examine the factors that influence the engagement of undergraduate medical students in research in their third and fifth years of study, who graduated in 2021 and were part of the study’s sample.

The findings of this study offer important perspectives into the involvement of medical undergraduates in research during medical school, as well as the factors and barriers that interfere with research participation. The results demonstrate that intrinsic motivation is the primary factor driving student engagement in research, while institutional factors, such as educational, financial, and community influences, also have a substantial impact on research involvement. Lack of interest and time restrictions are the two main barriers. Furthermore, observed were financial issues, difficulties finding a research coordinator or team, and securing a research project. Also, this study revealed the existence of research culture differences between Romanian and international students and underlined the dynamic character of medical education. This work could be used as a foundation for future research to explore methods for removing these obstacles and fostering factors that may impact research engagement. These results could be adapted by teaching staff about practical medical education to offer effective strategies for encouraging undergraduate research field involvement and promoting cross-cultural learning. Also, universities and policymakers could utilize these findings to concentrate their initiatives on reducing the main barriers to achieving high-quality research. Overall, this study not only advances academic understanding but also offers tangible benefits to all parties involved, fostering a collaborative approach to encourage research participation among medical undergraduates.

Availability of data and materials

The datasets utilized and analyzed in the present study are accesible upon resonable request from the corresponding author.

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Acknowledgements

We would like to extend our sincere thanks to all the students who participated in the survey.

This research was funded through a research project by the Iuliu Hatieganu University of Medicine and Pharmacy, Internal grant—Doctoral Research Project with registration number: 1032/49/13 January 2021.

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Department of Community Medicine, Research Center in Preventive Medicine, Health Promotion and Sustainable Development, Iuliu Hatieganu University of Medicine and Pharmacy, Cluj-Napoca, 400012, Romania

Andreea Iulia Pop

Department of Community Medicine, Research Center in Preventive Medicine, Health Promotion and Sustainable, Development Iuliu Hatieganu University of Medicine and Pharmacy, Cluj-Napoca, 400012, Romania

Lucia Maria Lotrean

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Contributions

A.I.P. conducted data collection, performed data analysis and interpretation, and wrote the article. L.M.L. developed the methodology, provided supervision, offered valuable insights regarding data analysis and interpretation, and contributed to the article’s writing. The authors have read and approved the submitted version of the manuscript.

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Correspondence to Andreea Iulia Pop .

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The study was approved by the Iuliu Hatieganu University of Medicine and Pharmacy Ethics Committee (Approval No. 27/03.11.2021).

The need for written informed consent was waived by the Iuliu Hatieganu University of Medicine and Pharmacy Ethics Committee due to the nature of the survey, which did not collect any personally identifiable data.

All students were informed that participating in the study is voluntary and that they can choose not to participate by not completing the anonymous survey. The students who completed the survey expressed their agreement with their involvement in the study.

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Pop, A.I., Lotrean, L.M. Comparative analysis of factors and barriers intervening in research participation among romanian and international medical graduates from one romanian medical faculty across three generations. BMC Med Educ 24 , 1028 (2024). https://doi.org/10.1186/s12909-024-05939-5

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Received : 07 April 2024

Accepted : 21 August 2024

Published : 19 September 2024

DOI : https://doi.org/10.1186/s12909-024-05939-5

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