Dr Gabrielle Finn

Senior Lecturer in Medical Education & Postgraduate Programme Director for MSc, Dip and Cert in Health Professions Education

Gabrielle is the Programme Director for the MSc, Diploma and Certificate in Health Professions Education. She is Senior Lecturer in Medical Education and Senior Lecturer in Medical Education. 

PhD, BSc (Hons), PGCTLHE, PGCELM, FHEA, FAS, MRSB

Gabrielle is Programme Director for the MSc, Postgraduate Diploma and Certificate in Health Professions Education and Senior Lecturer in Medical Education. 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. 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. She is the Education Officer for the Anatomical Society.

Gabrielle's research interests include:

  • Professionalism

  • Identity formation

  • Assessment

  • Anatomy pedagogy

  • Entrance testing - (non-cognitive assessment)

  • Quality assurance

  • Selection


Gabrielle utilises the following methodologies:

  • Quantitative studies

  • Delphi

  • Qualitative studies - grounded theory, thematic analysis, discourse analysis


Gabrielle is an active peer-reviewer and is Associate Editor for the journals BMC Medical Education and Anatomical Sciences Education. 


Grants:

  • Iling J, McLachlan JC, Tiffin PA, Finn GM, Sawdon MA, Carter M, Hesselgreaves H, Crampton P, Husband A.Education outcomes framework for healthcare workforce. Department of Health.

  • Tiffin PA, Finn GM and Beckmann JF. UKCAT Capacity Building. UKCAT board. 2013 (Gabrielle is lead of the Non-cognitive work-stream)

  • Sawdon MA, Murray D and Finn GM. The National Institute of Academic Anaesthesia. “Relating professionalism and conscientiousness to develop an objective, scalar, proxy measure of professionalism in anaesthetic trainees.”


PhD students:

Siobhan Connelly- An anatomy curriculum for nurses 


Current HYMS project


Evaluation of the value of primary care based undergraduate medical education and its impact on preparedness for practice, development as a clinician and career intentions: a study for Higher Education Yorkshire and Humber.

The study will explore the value and impact of primary care based undergraduate medical education on medical students’ preparedness for practice, and the development of medical students and young doctors as clinicians, including their career intentions and career pathways in the first few years after qualification from medical school. (Funding £135K HEE Y&H 2014).

Research Articles


1. Fergusson SJ, Aka JJ, Hennessy C, Wilson AJ, Gillingwater TH, Parson S, Harrison EM, Finn GM. Examining the impact of an audience response system in anatomy education: a randomised controlled trial. Scottish Medical Journal. (in press)


 


2. Griksaitis M, Hollingsworth C, Wesley C, Huckridge J, Finn GM. The Psychological Impact of Child Death on Paediatric Trainees: A National Survey. Archives of Disease in Childhood. (2017) doi: 10.1136/archdischild-2017-313544


 


3. Smith CF, Finn GM, Border S. Learning Clinical Anatomy. European Journal of Anatomy (in press). 


 


4. Redman M, Pearce J, Gajebasia S, Johnson M, Finn GM. Care of the dying: A qualitative exploration of Foundation Year doctors’ experiences. Medical Education. (2017). 51 (10): 1025–36.


 


5. 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)


 


6. 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.


 


7. 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. 


 


8. 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 


 


9. 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


 


10. 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.


 


11. 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. 


 


12. 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. 


 


13. 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. 


 


14. 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. 


 


15. 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


 


16. 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. 


 


17. Griksaitis MJ, Scott MP, Finn GM. Ultrasound: A hands-on and kinaesthetic approach to anatomy education. Medical Teacher. (2014). 36(7): 644. 


 


18. Finn GM and Hafferty FW. Medical Student Resilience, Educational Context, and Incandescent Fairly Tales. Medical Education. Invited commentary. (2014) 48 (4): 342-344. 


 


19. Griksaitis MJ, Scott MP, Finn GM. Twelve Tips for Teaching with Ultrasound in the Undergraduate Curriculum. Medical Teacher. Jan 2014; 36(1):19-24. 


 


20. 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. 


 


21. 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.


 


22. 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. 


 


23. Finn GM and Garner J. Twelve tips for conducting a successful peer assessment exercise. Medical Teacher (2011) 33(6): 443-446.


 


24. Finn GM and Scott L. Timely and tiny: The use of Personal Digital Assistants to support remote learning. Medical Education (2011) 45:521-522.


 


25. Tiffin P, Finn GM, McLachlan JC. Can Professionalism be Assessed through Multiple Choice Questions? BMC Medical Education (2011) 11:43. 


 


26. 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. 


 


27. Finn GM, Patten D and McLachlan JC. The Impact of wearing scrubs on contextual learning. Medical Teacher (2010) 32: 381–384. 


 


28. Finn GM and McLachlan JC. A qualitative study of students’ perceptions of body painting.  Anatomical Sciences Education (2010) 3:33-38.


 


29. 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


 


30. Finn GM. Twelve tips for running a successful body painting teaching session. Medical Teacher (2010) 32: 1-4. 


 


31. 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. 


32. 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


 


33. 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


 


34. 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. 


Books


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


MBBS: Professionalism and Ethics 



Visiting Lecturer at the University of Edinburgh - Masters in Human Anatomy



External examiner for the PGCert/iMSc in Medical Education at Brighton and Sussex Medical School and MBBS at the University of Aberdeen. 



Associate Editor for the journals Anatomical Sciences Education and BMC Medical Education

Reviewer for 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

  • Advances in Medical Education and Practice



Reviewer for the National Teaching Fellow Awards

Reviewer for the Higher Education Academy Teaching Development Grants

Member of the Northern Faculty of Medical Education Course Recognition Panel - Teaching the Teachers

Elected member of council for the Anatomical Society of Great Britain and Ireland (Serving second x 3 year term)

Appointed as a Director for the Anatomical Society of Great Britain and Ireland (Serving second x 3 year term)

Membership Chair for the Anatomical Society of Great Britain and Ireland

Elected to the International Federation of Anatomical Societies (IFAA) committee

Coordinator for Education Techniques and Innovations on the Federative International Program for Anatomical Education (FIPAE)

Fellow of the Centre for Excellence in Teaching and Learning in Health for the North East (CETL4HealthNE)


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.


 



For anyone interested in research collaborations please contact: gabrielle.finn@hyms.ac.uk

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

Professor David Powis - The University of Newcastle, NSW, Australia

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