Gabrielle is Programme Director for the MSc, Postgraduate Diploma and Certificate in Health Professions Education. She is Senior Lecturer in Medical Education and a member of the Centre for Education Development. Gabrielle researches anatomy pedagogy, identity formation, medical student selection, assessment and medical professionalism.
Gabrielle graduated from the University of Dundee (Anatomical Sciences) and Durham University (PhD in Medical Education). Her first academic appointment was as Lecturer in Anatomy and Executive Secretary for the Centre for Medical Education Research at Durham University. Gabrielle was awarded the Durham University Excellence in Teaching and Learning Award in 2012.
Gabrielle is Associate Editor for the journals Anatomical Sciences Education and BMC Medical Education.
She reviews for a number of other journals including: The Clinical Teacher, Medical Teacher, Medical Education, Teaching and Learning in Medicine, The International Journal of Medical Education, Advances in Medical Education and Practice, Clinical Anatomy, The Journal of Anatomy, BMC Medical Education, Anatomical Sciences Education and Advances in Medical Education and Practice. She was awarded the Choice Critic award (2013) from the journal Medical Education for exemplary peer-reviews, as well as the journal's Editorial Internship in 2014-15. In addition to teaching and research she works with publishers on anatomy texts. She has published in both the qualitative and quantitative paradigms, as well as having experience as a book editor.
Gabrielle's has previously taught anatomy and clinical skills to undergraduate Medicine and Pharmacy students, as well as developing and teaching on postgraduate clinical anatomy courses. Gabrielle is module lead for the education modules of the University of Edinburgh's Master in Anatomy programme. She also contributed to postgraduate teaching for the Leadership programme and the MSc in Medical Education Durham University.
She is a councillor and Director for the Anatomical Society. Within the Anatomical Society, she is the councillor with responsibility for student affairs, outreach and advertising and is a member of the education, meetings and website committees. Gabrielle is Membership Officer for the Anatomical Society.
Gabrielle is also a member of the Federative International Programme for Anatomical Education (FIPAE). Within the committee, Gabrielle is part of the sub-group for Education Techniques and Innovations. She is a member of the Education committee for the American Association of Anatomists.
Gabrielle is a Fellow of the Higher Education Academy. Gabrielle also supervises MSc and PhD students at the University of Edinburgh (Human Anatomy) where she has a Visiting Lectureship. She is also external examiner for undergraduate MBBS and postgraduate Medical Education courses.
1. Redman M, Pearce J, Gajebasia S, Johnson M, Finn GM. Care of the dying: A qualitative exploration of Foundation Year doctors’ experiences. Medical Education. (in press)
2. Cookson NE, Aka J and Finn GM. An exploration of anatomists’ views towards the use of body painting in anatomical and medical education: an international study. Anatomical Sciences Education. (in press)
3. Sawdon MA, Whitehouse K, Finn GM, McLachlan JC, Murray D. Relating professionalism and conscientiousness to develop an objective, scalar, proxy measure of professionalism in anaesthetic trainees. BMC Medical Education. (2017). 17(1): 49.
4. Newbronner E, Borthwick R, Finn GM, Scales M & Pearson D. Creating Better Doctors: exploring the value of learning medicine in primary care. Education for Primary Care. (2017): 1-9.
5. Tiffin PA, Mwandigha LM, Paton LW, Hesselgreaves H, McLachlan JC, Finn GM, Kasim AS. Predictive validity of the UKCAT for medical school undergraduate performance: a national prospective cohort study. BMC Medicine. (2016). 14(1):140
6. Fonseca G, Finn GM. The Impact of Body Worlds on Adult Visitors’ Knowledge on Human Anatomy: A Preliminary Study. Clinical Anatomy. (2016). 29 (4); 439–445
7. Smith CF, Finn GM, Stewart J, Lee TC, Gillingwater TH and McHanwell S. A New Core Gross Anatomy Syllabus for Medicine. Anatomical Sciences Education. 9.2 (2016): 209-210.
8. Smith CF, Finn GM, Stewart J and McHanwell S. The Anatomical Society Core Regional Anatomy Syllabus for Undergraduate Medicine: The Delphi Process. Journal of Anatomy. (2016) 228 (1); 2-14.
9. Smith C, Finn GM, Stewart J, Atkinson M, Davies CD, Dyball RE, Morris J, Ockleford C, Parkin I, Standring SM, Whiten S, Wilton J, McHanwell S. The Anatomical Society Core Regional Anatomy Syllabus for Undergraduate Medicine. Journal of Anatomy. (2016) 228 (1); 5-23.
10. Smith CF, Hall S, Border S, Adds P, Finn GM. Interprofessional Anatomy Education in the United Kingdom and Ireland: Perspectives from students and teachers. Anatomical Sciences Education. (2015). 8 (4): p 360- 370.
11. Anderson M, Varpio L, Finn GM & Youssry, I. Really Good Stuff: Lessons learned through innovation in medical education. Editorial. Medical Education (2015). 49: 511–512.
12. Finn GM, Walker S, Carter M, Cox DR, Hewitson R, Smith F. Exploring relationships between personality and academic performance. Anatomical Sciences Education. (2015). 8(6):547–554
13. Ikah DSK, Finn GM, Swamy M, White P and McLachlan JC. Clinical Vignettes Improve Performance in Anatomy Practical Assessment. Anatomical Sciences Education. (2014). 8 (3): 221–229.
14. Griksaitis MJ, Scott MP, Finn GM. Ultrasound: A hands-on and kinaesthetic approach to anatomy education. Medical Teacher. (2014). 36(7): 644.
15. Finn GM and Hafferty FW. Medical Student Resilience, Educational Context, and Incandescent Fairly Tales. Medical Education. Invited commentary. (2014) 48 (4): 342-344.
16. Griksaitis MJ, Scott MP, Finn GM. Twelve Tips for Teaching with Ultrasound in the Undergraduate Curriculum. Medical Teacher. Jan 2014; 36(1):19-24.
17. Sawdon M and Finn GM. The ‘Unskilled and unaware’ phenomenon is linear in a real world setting. Journal of Anatomy. Mar 2014; 224(3):279-85.
18. Finn GM, Sawdon M and Griksaitis M. The additive effect of teaching undergraduate cardiac anatomy using cadavers and ultrasound echocardiography. European Journal of Anatomy. (2012) 16 (3): 199-205.
19. Griksaitis M, Sawdon M, Finn GM. Ultrasound and cadaveric prosections as methods for teaching cardiac anatomy: A comparative study. Anatomical Sciences Education. (2012) 5:20-26.
20. Finn GM and Garner J. Twelve tips for conducting a successful peer assessment exercise. Medical Teacher (2011) 33(6): 443-446.
21. Finn GM and Scott L. Timely and tiny: The use of Personal Digital Assistants to support remote learning. Medical Education (2011) 45:521-522.
22. Tiffin P, Finn GM, McLachlan JC. Can Professionalism be Assessed through Multiple Choice Questions? BMC Medical Education (2011) 11:43.
23. Finn GM, White P, Abdelbagi I. The impact of colour on retention of knowledge: A body-painting study within undergraduate medicine. Anatomical Sciences Education. (2011). 4(6): 311-317.
24. Finn GM, Patten D and McLachlan JC. The Impact of wearing scrubs on contextual learning. Medical Teacher (2010) 32: 381–384.
25. Finn GM and McLachlan JC. A qualitative study of students’ perceptions of body painting. Anatomical Sciences Education (2010) 3:33-38.
26. Finn GM, Garner J and Sawdon MA. “You’re judged all the time!” Students’ views on professionalism: A multi-centre study. Medical Education (2010). 44: 814-825
27. Finn GM. Twelve tips for running a successful body painting teaching session. Medical Teacher (2010) 32: 1-4.
28. Donnelly JL, Patten D, White P and Finn GM. Virtual Human Dissector as a learning tool for studying cross-sectional anatomy. Medical Teacher (2009). 31(6):553-555.
29. McLachlan JC, Finn GM, and Macnaughton RJ. The Conscientiousness Index: An objective scalar measure of conscientiousness correlates to staff expert judgements on students’ professionalism. Academic Medicine (2009). 84(5): 559-565
30. Hodges D, McLachlan, JC and Finn GM. Exploring reflective 'critical incident' documentation of professionalism lapses in a medical undergraduate setting. BMC Medical Education. (2009). 9:44
31. Finn GM, Sawdon MA, Clipsham L and McLachlan JC. Peer estimates of low professionalism correlate with low Conscientiousness Index scores. Medical Education. (2009).43: 960-967.
Finn GM. ‘30 Second Anatomy’. Ivy Press, Sussex, UK. July 2012. ISBN: 9781743361450. Editor and lead author. Published in Spanish, French, English, Russian, Chinese (Simple and Complex) and Mongolian. Sales as of July 2016 > 122,250.
Finn GM. ‘30 Second Medicine’. Ivy Press, Sussex, UK. March 2017. ISBN: 9781782404552. Editor and lead author.
Finn GM. ‘Know it all Medicine’. Wellfleet Press, USA. June 2017.ISBN: 9781577151494. Editor and lead author.
Book chapters and sections
Finn, GM. Chapter “Using Body Painting and Other Art-Based Approaches to Teach Anatomy” in “Teaching Anatomy: A Practical Guide" Edited by Chan, LK and Pawlina, W. (2015). Author. Pages 155-164
Hafferty, FW and Finn GM. “The Hidden Curriculum & Anatomy Education” in “Teaching Anatomy: A Practical Guide" Edited by Chan, LK and Pawlina, W. (2015). Author. Pages 339-349
Programme Director and course tutor for the MSc, Diploma and Certificate in Health Professions Education
Module leader: Research Approaches in Health Professions Education, Dissertation module
Visiting Lecturer at the University of Edinburgh - Masters in Human Anatomy
Centre for Education Development's Lead for the Scholarship and Special Interest Programme (within MBBS programme)
Gabrielle previously taught Anatomy and Clinical Skills to Medicine and Pharmacy students at Durham University. She also taught on postgraduate professional development course covering anatomy (for anaesthetists, podiatrists and gynaecologists) as well as professionalism, research methods and assessment on medical education programmes.
For anyone interested in research collaborations please contact: email@example.com
Some of Gabrielle's current research collaborations include:
Professors Fred Hafferty & Wojciech Pawlina - The Mayo Clinic, USA
Dr Claire Smith- Brighton and Sussex Medical School, UK
Professor Stephen McHanwell - Newcastle University, UK
Dr Jane Stewart - Newcastle University, UK
Dr Paul Tiffin- Durham University, UK
Dr Rola Ajjawi - Dundee University, UK
Dr Lauren Mawn - Durham University, UK
Professor David Powis - The University of Newcastle, NSW, Australia