Gabrielle M. Finn, Lazaro Mwandigha, Lewis W. Paton, Paul A. Tiffin (2018), The ability of ‘non-cognitive’ traits to predict undergraduate performance in medical schools: a national linkage study. BMC Medical Education, 18:93 doi.org/10.1186/s12909-018-1201-7
Laughey, W. , Sangvik Grandal, N. and M Finn, G. (2018), Medical communication: the views of simulated patients. Med Educ. . doi:10.1111/medu.13547
Connolly, S. A., Gillingwater, T. H., Chandler, C. , Grant, A. , Greig, J. , Meskell, M. , Ross, M. T., Smith, C. , Wood, A. and Finn, G. (2018), The Anatomical Society's core anatomy syllabus for undergraduate nursing. J. Anat., 232: 721-728. doi:10.1111/joa.12782
Finn, G. M., Hitch, G. , Apampa, B. , Hennessy, C. M., Smith, C. F., Stewart, J. and Gard, P. R. (2018), The Anatomical Society core anatomy syllabus for pharmacists: outcomes to create a foundation for practice. J. Anat., 232: 729-738. doi:10.1111/joa.12787
Finn, G. M., Connolly, S. A., Gillingwater, T. H. and Smith, C. F. (2018), Putting gross anatomy into the curriculum: New anatomy syllabi for nursing and pharmacy students. American Association of Anatomists. doi:10.1002/ase.1781
Justine J. Aka, Natalie E. Cookson, Frederic W. Hafferty, Gabrielle M. Finn (2018), Teaching by stealth: utilising the hidden curriculum through body painting within anatomy education. European Journal of Anatomy, 22 (2), 173-182.
Lewis W. Paton, Paul A. Tiffin, Daniel Smith, Jon S. Dowell and Lazaro M. Mwandigha (2018), Predictors of fitness to practise declarations in UK medical undergraduates. BMC Medical Education 18:68. doi.org/10.1186/s12909-018-1167-5
Finn, G. M., Hitch, G., Apampa, B., Hennessy, C. M., Smith, C. F., Stewart, J. and Gard, P. R. (2018), The Anatomical Society core anatomy syllabus for pharmacists: outcomes to create a foundation for practice. J. Anat.. doi:10.1111/joa.12787
Connolly, S.A., Gillingwater, T. H., Chandler, C., Grant, A. W., Greig, J., Meskell, M., Ross, M. T., Smith, C. F., Wood, A. F. and Finn, G. M. (2018), The Anatomical Society's core anatomy syllabus for undergraduate nursing. Journal of Anatomy. doi: 10.1111/joa.12782
The HPEU offers two intercalation options:
MSc by thesis
The MSc by thesis offers candidates the chance to conduct original research within the HPEU. A thesis of up to 50,000 words must be produced, in addition to carrying out 20 credits of taught research skills content.
The unit will endeavour to support your choice of project but can also offer guidance for applicants without a predefined study idea based upon the research activity of the HPEU. Any interested candidates should email the HPEU Director in the first instance.
MSc in Health Professions Education
This programme is blended learning which means that weekly content is delivered online and there are additional optional study days (approximately 10-12) per year that students can attend. This route suits students that wish to take a flexible approach to their studies as online content can be covered at at any point during the designated week.
We are pleased to offer three fully-funded PhD opportunities focusing on innovation in the delivery of medical education, co-supervised by the Director of our Health Professions Education Unit Dr Gabrielle Finn and our MB BS Programme Director Professor Martin Veysey. The closing date for applications is 13 July. Please see the PhD advert for details.