School of Medicine CVTemplate
2018 Step-by-Step Guide

Formatting Tips and Reminders

  • To add a rows to the end of the table, TAB from the last cell in the table.More formatting tips are here.

  • List everything chronologically from oldest to newest.

  • BOLD your name when included in an entry.

I.Personal Data

Section / Description / Example
  1. Applicant Information
/ Unsure of your rank or track?Check original offer letter or with department administrator.
  1. Professional Development

  1. Undergrad/Grad Education
/ Include course of study or major. / 1988-92 BS, Chemistry, University of Kansas
  1. Postgraduate Education
/ List Internships, Residency, Fellowships, Postdoctoral / 2002-03 Postdoc, Internal Med Research Group, KUMC
2005-2008 Residency, Internal Med, KUMC
  1. Continuing Education
/ CME, Professional Development, DAE, etc. / 2014-15 Faculty Leadership Academy. Short description of the course.
  1. Academic and Professional Appointments and Activities
/ Academic and other roles held over the course of your career since receiving highest degree. / !Explain any lapses in career history. Private practice, specialty assignments, non-academic institutions, etc. should all be included.
  1. Professional Registration/ Licensure
/ General Information (if applicable) / 1996 #123456 Kansas
1998 #567890 California
  1. Professional Certifications
/ General Information (if applicable) / 1995 American Board of Internal Medicine (recertified 2005, 2015)
1997 ABIM, subspecialty Nephrology
  1. Professional Societies and Affiliations
/ General Information / 1995-present AMA (member)
2002-present Kansas Society of XYZ (2005 chair)
  1. Honors and Awards
/ General Information / 2011-2014 | Student Voice Award, KUMC
  1. Acronyms
/ General Information / List all acronyms used within the CV.

II.Teaching Activities

Section / Description / Example
  1. Philosophy of Teaching
/ The Why and How of your teaching. / See examples here.
  1. Instruction
/ ! All teaching activities can be listed with headers to separate different career phases, such as “During Fellowship” “As Chief Resident” “University of Chicago Faculty” “KUSOM,” etc. This is not required, but helpful for reviewers.See examples here.
  1. Didactic
/ Formal teaching, such as lectures, grand rounds, formal presentations to learners. / 2014-15 | ANAT 601 | Basic Anatomy | Lecture | 2 hours | 50-60 | MS 1-2
  1. Non-Didactic
/ Any workshops, labs, seminars, discussion groups or journal clubs. / 2015-16 | Clinical Trials | Discussion Group | 1.5 hours | 10-12 (learners) | MS 1
  1. Clinical
/ Clerkships, rounding, clinic, daily supervision, bedside teaching. / 2010-15 | Daily supervision/teaching | 10 hrs/day | 2 students | MS 2-3 | 1 week rotations x 12/year
  1. Master’s Theses and PhD Dissertations Directed
/ List only those for which you are/were primarily responsible. / 2013-15 | Student Name | Title of Thesis | MPH (completed 2015)
  1. Supervision of Residents and/or Postdoctoral Fellows
/ List only those for which you are/were primarily responsible.
*Noting any scholarship resulting from working with residents/postdocs/fellows is encouraged. / 2012-14 | Name | Behavior Analysis
*Abstract submitted to XYZ Annual Meeting, June 2013
*Manuscript published Sept. 2013 in JAMA
  1. Advising/Mentoring
/ Dissertation committees, student academic groups (Major, Orr Societies) and individuals (med students, post-docs, residents,junior faculty). / 2013-14 | Faculty Name | Peer Advisor
2014-15 | Orr Society | SOM Acad. Society
  1. Other Teaching Activities
/ CME, faculty development seminars, lectures at other universities/institutions. / May 2014 | Crisis Intervention | Police Academy | KCMO Police Recruits
  1. Development of Educational Materials
/ Essential to justify mid- or established career levels in teaching. Any course materials (used locally/nationally), online courses, educational recordings, national exams, etc. Describe both the materials and where/how it is used. (Reviewers love stats.) / 2014 | Behavior Analysis Online Module, used by psychiatry and emergency med students, public service workers and teachers nationwide. Since its launch, over 3,000 people have used it. Online reviews have been very positive. | Med students, healthcare workers, K-12 teachers.(Add any examplesof materials to application, if available).
  1. Educational Leadership
/ Essential to justify mid- or established career levels in teaching. Directorships (fellowships, resident, module, center/institute, etc.) or any administrative roles involved with educational activities.
*This may be added to the table provided in the CV templateORdelete the table and written as a narrative. / 2012-present. Residency Director. This role includes developing the rotation syllabus and contains the goals and objectives of the rotation based on level of training of the resident…
2002-present. PHCL 900, Module Co-Director. This role includes developing a semester’s worth of classes. I defined content, objectives, created exams… (Add any examplesof materials to application, if available).
When Applying for Promotion
Reviewers Appreciate: / Why?
Notation of any scholarship resulting from mentorship roles. / Adding any scholarship that was a direct result of your mentoring, included with the mentee listed, is encouraged. While it is expected that the documentation will be included in scholarship, a quick look at the successes of your mentees is helpful for the reviewers.
Letters from mentees. / Applicants are encouraged to request letters directly from mentees and include these in the “Additional Documentation” folder in SharePoint.
Include any data gathered. / Include any information that shows quantitative data regarding teaching, development of educational materials or leadership.Reviews, user numbers, change in performance, growth, etc. Any regional/national data is a plus.
Learnerand peer evaluations. / The reviewers use the student evaluations to determine the quality of teaching, but also know that it is subjective. Peer evaluations tend to be more objective and are encouraged, in addition to the requisite student evaluations.
Quick Reference Section:Teaching Requirements
(click here for full document)
Early / Mid / Established
Lectures, small group teaching, clinical teaching, presenting grand rounds, assisting with journal clubs, advising learners, etc. / Developing and participating in major components of courses, supervising learners, developing educational materials, developing evaluation techniques, mentoring a significant number of learners. / National recognition in educational activities. Course or module director, developing courses or tools used regionally/nationally, writing/editing textbooks used at other institutions, etc.

III.Service Activities

Section / Description / Example
  1. Clinical Service (Patient Care)
/ Quantitative Data: Hours in clinic, RVUs, percentages of national standards or within group, number of patients seen, etc.
Qualitative Examples: Patient surveys or reviews, peer assessments, etc. may be added to “additional documentation” folder. / SeeRVUand other examples of helpful data here.
  1. Other Service (Not Patient Care)
/ All other service activities outside of patient care. Professional and Academic can be listed together.
Professional Service:Any activities related to professional organizations at the local, regional or national level and exercises of professional expertise as a reviewer or editor. ForClinicians, activities that support patient care services, such as hospital or UKP committees, and/or management of clinical organizations. ForResearchers,activities as reviewers, consultants, or performing contract work.
Academic Service: Includescontributions to the academic community. Department/School/University level committees or other activities that enhance the mission of the University. / Organize these in a way that makes sense to you. Some create a new heading for each type of service, with or without tables. For example,
National Committees
2005-present | Society for Science |Chair (2008, 2010, 2016) | website
Regional Consulting
2010-present | Expert Witness for Trials | Lead Poisoning from Water Supply | ~3 trials/year
School of Medicine Committees
2011-2014 | APT Committee | Chair (2014)
Departmental Committees
2006-present | Dept. APT Committee | Vice Chair (2010) Chair (2011)
Peer Reviewer for Academic Journals
2009-16 | JAMA | ~10 reviews/year
Community Service
2009-present |Rose Brooks Women’s Shelter | Provide routine medical exams | ~2 days/month.
More examples and formatting ideas here.
When Applying for Promotion
Overview: Clinical Service
Please include a brief description of clinical and/or other responsibilities for the reviewers who may not be familiar with your clinical duties, specialty or field.Examples are here.
Quick Reference Section: Service Requirements
(click here for full document)
Early / Mid / Established
Active participation on task forces, internal or external committees, faculty governance, Academic Societies, local consulting, etc. / Regional reputation, regional consulting, leadership roles on internal and external committees, leadership in faculty governance, administrative responsibilities for division or department, etc. / Leadership/initiative/significant contributions on task forces, internal and external committees, editorial boards, review panels, etc. Significant and prestigious activities at national and/or international level.

IV.Research and Scholarly Activities

Section / Description / Example
  1. Opening Statement
/ Background and summary of research and scholarship activities. Include explanations that may help faculty reviewers who are not familiar with your field/expertise understand the impact of your contributions and achievements. Examples are here.
  1. Grants, Contracts, and Clinical Trials
/ NEW – Clinical trials should be listed with grants and contracts. / !Please request documentation for funding awards directly from PI, if you do not have it available. The Research Institute requested that we share this request.
  1. Previous Grants, Contracts, and Clinical Trials
/ Completed funding/trials. For roles other than PI, include a brief description of your part. / Jones, J. | George, D. | PTSD Identifiers | DOD | $3mil | 2010-2015 | Complete
As Co-I, I provided expertise for unusual identifiers and collected data. 32 publications and 12 presentations resulted and are listed in following sections.
  1. Current Grants, Contracts, and Clinical Trials
/ Ongoing funding/trials. / George, D. | Jepson, T. | Treatments for PTSD | DOD | $2mill | 2014-2019 | Active
  1. Submitted Grants, Contracts, and Clinical Trials
/ !Include any submissions that were not funded/approved. In the current funding climate, reviewers understand that many submissions are not funded. However, the unfunded applications are important to understand faculty’s full level of productivity. / George, D. | Lawrence, G. | PTSD in Adolescents | NIMH | $500,000 | 2013-14 | Not Awarded
Resubmitted 2015, Pending (Score 12)
  1. Scholarly Publications
/ Include PDFs in application packet for published articles over the previous five years OR supply link to article/manuscript on CV. Information regarding accepted citation styles can be found here,with applicant’s name in BOLD. / !For all sections, you may remove the table, if you prefer cutting/pasting entries directly into CV.OR here is a great shortcut.
!Before You Start
All publications and presentations can be listed with headers to separate different career phases, such as “Post-doctoral” “Resident” “University of Chicago” “KUSOM,” etc. This is not required, but helpful for reviewers.See examples here. / Section summaries are also helpful.
e.g.Total of peer-reviewed published articles=21; (15 first-authored and 5 senior-authored publications). More examples here.
  1. Articles - Peer-Reviewed Published
/ In scientific/medical journals. If you can, include Impact Factor or number of times cited. /
  1. Bruce, S., Stepping, J.,Jackson, B., Martinez, L. (2015). Brain responses to food in advertising. The Journal of Nutrition, 168, 259-264. PMID: 23928478. Cited 47 times.

  1. Manuscripts in Press
/ Same as peer-reviewed published. /
  1. ChengR, Reddy K. Vitamin absorption in cancer treatment. Journal of Pharmacology. 2015, in press. *Invited review.

  1. Manuscripts Submitted – not yet accepted for publication
/ Do NOT include manuscripts that are incomplete or not yet submitted. /
  1. Maybee, N., Kramer, S., Hest, C. Outcomes of Rapid Strep Screening in a Free Medical Clinic. Journal of Health Care for the Poor. (Under review.)

  1. Invited or Non-Peer Reviewed Articles or Reviews
/ Include publication type – editorial, letter to editor, essay, book review, etc. /
  1. Shah, G, Ryhees, W. Spring 2014. Cardiac Arrest: A Review. AAMC Newsletter.

  1. Books and Book Chapters
/ PDF’s are not necessary unless requested by committee. (FAD will let you know!) /
  1. JonesR., Wang Q. Vitamin Deficiencies. In Biochemical, Physiological, Molecular Aspects of Human Nutrition (4thedition). Stipanuk M. Saunders, Elsevier Inc., St. Louis MO, 2010; Chapter 21 pp602-86.

  1. Published Abstracts
/ To keep from duplicating entries, if an abstract is tied to a paper or poster presentation, list the info under that section and add *published abstract at end of citation. No need to list under this section, if it can be noted in another. /
  1. Martinez, L, David, A, & Bright, A. (2016, April). Impulsivity, & self-control in children with ADHD. Annals of Behavioral Medicine.

  1. Other Scholarly Publications
/ List clinical guidelines, policy documents, white papers, position statements, etc. /
  1. ShawB, FleishmanM. (2012) Management of Pain, Decision Support in Medicine – Anesthesiology [Online]
    Available:

  1. Presentations and Posters
/ Standard citation format, with name BOLD. / !These can be listed with headers as well.
  1. Oral Paper Presentations
/ Note any *published abstracts, if applicable, in this section. /
  1. MaceyR, Jones P, Martinez E. Does Initial Presentation Affect Survival for Metastatic Liver Cancer? March 2013. Annual Meeting of the Society of Oncology. Washington DC. *Published Abstract

  1. Poster Presentations
/ Note any *published abstracts, if applicable, in this section. /
  1. Martinez, L. & Potter, F. (2009, April). Stress related triggersforgood and bad choices. Poster presented at Cognitive Neuroscience Society, San Diego, CA.*Published Abstract

  1. Invited Seminars/Visiting Professorship at Other Universities and Institutions.
/ Describe significance of event and selection process for seminar. /
  1. Shaw, L. (2012, September). Studies of exercise, motivation and decision-making. Invited Lecture at Oklahoma State University, Stillwater, OK.

  1. Media Presentations or Interviews
/ List TV, radio, podcast, etc. presenting your research/scholarship. / National Media
April 2014, Chicago Sun Times. Interviewed for article Brain activity anomalies in speech disorders. Story was featured and picked up by other news outlets.
  1. Other Evidence of Scholarship
/ Include patents, devices, and/or procedures. / Fry, A.L., (1993) Sticky Notes. U.S. Patent No. 5,194,299. Washington, DC: U.S. Patent and Trademark Office.
WHEN APPLYING FOR PROMOTION
Be Inclusive – In All Sections
  • Reviewers have to assess the information and documentation they are given, unless it is noted on the materials, like books/book chapters or additional articles.
  • The committee members are not able to request more information, so be sure to give them everything they need to understand your contributions and accomplishments.

Quick Reference Section: Research and Scholarship Requirements
(click here for full document)
Early / Mid / Established
Initial achievements in publications, presentations, posters, co-investigator on funding, case reports, contributions to guidelines or policies. / Local/Regional recognition. High-quality, peer-reviewed materials in field of expertise. Senior author on publications, presentations or posters; PI for extramural funding; development of local/regional guidelines or policy; author of books/book chapters; patents/devices/ procedures; etc. / National/International recognition. Substantial and significant publications, author of significant books, invited presentations at prestigious events, presentations at national conferences, PI for significant and continuous extramural funding, regular editor/writer for major publications, etc.

Teaching Activity Examples

Philosophy of Teaching

Suggested Length: 1-3 paragraph summary. Over a page is too long, keep it concise.
In this section, explain why you are passionate about teaching. Is there anything you have done to improve your teaching for your learners? How do you reach different types of learners? How have you changed or improved over the years? This is also the area to list all of the things and ideas that do not have a specific section on the CV.
Example 1
“My teaching philosophy is to teach through action, not observation. I believe students learn the most and get the most out of a class by hands-on learning. Thus, in my work with students at all levels (undergraduate, graduate, residents, and postdocs), I assign projects that will encourage critical thinking about research, as opposed to simply observing ongoing research or procedures. This is accomplished through readings, discussions, and training in data collection, analysis and presentation. I am enthusiastic about teaching and have thoroughly enjoyed all the opportunities I have had to work with students. My broad training in my field and decision-making has prepared me to teach and contribute to a variety of classes as well as advise students in multiple disciplines.”
Example 2 (Clinician)
“As an academic faculty member for 20 years, I have learned the importance of being not only a strong clinician, but also an effective educator for those with whom I work. One of my most important responsibilities is to help learners acquire new information and incorporate it into the appropriate clinical situations.
My philosophy on teaching depends upon the type of learner that I am addressing. I provide education to patients, residents, nurses, and medical students on a daily basis. When discussing treatment with a patient, my role is to educate them on….?
My goals for teaching residents is…?
My goal with nurses is to educate them about…?
When teaching medical students, I demonstrate…?”

Examples of Teaching Headings

Nondidactic: (e.g. workshops, labs, seminars, discussion groups, or journal clubs)
Academic Year / Title and Course Number / Presentation Title / Instruction / Learner
Type / Hours
(actual instruction) / Number of Learners / Type of Learner(s) (e.g. medical/grad students, residents)
Pre-Doctoral
2001 – 2006 / Event Related Potentials / Independent Study / 2-5 hours (x 16 weeks) / 4-6 / year / Undergraduate
Supervised undergraduate research assistants and provided hands-on training in EEG data collection and Event Related Potential data analysis
Post-Doctoral
2010 / Researchers’ Journal Club / Journal Club / 1 hour x ~12 sessions/year / 5-15 / Grad Students/
Postdocs/Faculty
Directed monthly journal clubs; identified discussion leaders and coordinated online presentation and recording for future training sessions
KU School of Medicine Faculty
SP 2014; SU 2014 / Resting State Workshop / Workshop / 1-Day / 8 - 12 / Graduate Students, Research Associates, Postdocs, Faculty
As Director: Developed syllabus, led introduction to resting state and hands-on analysis activities

Service Activity Examples

Service – RVU examples

Note comparative national data inclusion. May add data directly to CV or include as an attachment. For promotion, separate attachments may be added to application packet.

Service – Clinical Overview

Clinical Overview: When applying for promotion, any APT committee member from your department is recused from the discussion. The committee is made up of both researchers and clinicians, who may not be familiar with clinical duties in general or what duties are unique to your specialty. Include a brief description to help reviewers see the full scope. A typical weekly schedule, leadership, outcomes/data from leadership, and personal/departmental goals obtained are just some of the options you could include.
Example 1
“My clinical practice encompasses the full range of (specialty type) surgery for benign and malignant conditions, with a particular focus on reconstruction of minor and major defects caused by surgery or trauma. Since joining the faculty in 2013, I have performed the vast majority of major (specialty) reconstruction cases at KU. To date, I have performed 175 of these procedures at KU with a success rate of 98%, which compares favorably with other centers of excellence around the country. Building on the successful reconstructive program built by my mentors, I have also introduced newer reconstructive procedures that had not been previously performed at KU. Overall, the volume of my practice places me in the top 5% of (specialty) surgeons nationwide. I strive to provide compassionate clinical and surgical care to my patients, meeting the highest standards of quality and access.”
Example 2
Overview
  • Outpatient clinical service: I have 6, ½ days of clinic per week with 5-7 patients scheduled per ½ day.
  • Inpatient clinical service: I rotate once a month on the service where I admit 6 patients for monitoring. In addition to that I cover the inpatient consults (4-6 consults per week), inpatient monitoring requests from other services and departments, and interpret about 30 routine tests per week. I also interpret an additional 35-40 specialty tests per week.
  • Surgery cases: Once admitted, I follow my surgery cases, interpret their monitoring data, perform additional testing, plan the procedure with the surgeon, and cover for the after-hours. This task might be in addition to my services during outpatient clinical service or during my research or administrative day.
  • Intraoperative monitoring service: I supervise 1-3 cases per week.
  1. Productivity
Total RVUs* / Total Charges / Actual Collection
FY 2013 – 4480.47 / $ / $
FY 2014 – 4263.58 / $ / $
FY 2015 – 3910.58 / $ / $
FY 2016 – 2798.34**† / $ / $
*Benchmark RVU: 3900 ** June 2016 values are not incorporated.† Switched to FTE 0.5 in February 2016. FY2016 reflects 8 months’ worth data (no clinical duties in Feb, March & April 2016)
Clinic Volume
Fiscal Year / Established/Return Visits / New Patient Visits / Other Visits / Procedures Visits / Total
FY2010 / 531 / 254 / na / 34 / 819
FY2011 / 459 / 247 / 26 / 23 / 755
FY2012 / 537 / 168 / 25 / 18 / 748
FY2013 / 440 / 212 / 45 / 14 / 711
Grand Total / 1967 / 881 / 96 / 89 / 3033
Outcomes from my work show gradual increases.
2013 / 2014 / 2015 / 2016 (to date)
Surgical Procedures / 6 / 12 / 12 / 13
Routine Tests / 82 / 96 / 119 / 108
Specialty Tests / 26 / 29 / 30 / 35
Patient Survey
My most recent report is attached. On the physician specific questions I score at 98th percentile. Total center scores are also attached to benchmark my scores. One of my strengths as a physician is my ability to relate to patients and this data reflects that.
Calendar year 2016: 1st quarter
QuestionType / Adj N / Top Box% / %ile Rank
Provider / 97 / 77.3% / 98
Benchmark data: Center
QuestionType / Adj N / Top Box% / %ile Rank
All Center / 402 / 60.0% / 23

Other Service Headings