Professor Gabrielle Finn


Director of the Health Professions Education Unit, Professor of Medical Education

Role at Hull York Medical School

Gabrielle is the Director of the Health Professions Education Unit (HPEU). Gabrielle is Professor of Medical Education.


Gabrielle is Professor of Medical Education and the Director of the Health Professions Education Unit (HPEU). The HPEU brings together the scholarship of those engaged in teaching and education development at Hull York Medical School. It facilitates and provides leadership for many issues related to innovation in learning and teaching, and provides a platform for much of the school’s medical and health care education research.

Gabrielle teaches on the MSc, Postgraduate Diploma and Certificate in Health Professions Education and is a supervisor for MSc, MD and PhD students. She undertakes quantitative and qualitative research. Her areas of interest include; anatomy pedagogy, identity formation, medical student selection, assessment and medical professionalism. Gabrielle has a special interest in the use of anatomical body painting within medical education and public engagement, hosting events for schools, the public, media and healthcare professionals. 

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 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. 


  • 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 GMThe National Institute of Academic Anaesthesia. “Relating professionalism and conscientiousness to develop an objective, scalar, proxy measure of professionalism in anaesthetic trainees.”

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


Research Articles

1. Smith CF, Finn GM, Hennessy C, Luscombe C,  Stewart J, McHanwell S. The impact of the Anatomical Society gross anatomy core syllabus for medicine in the United Kingdom from student and staff perspective. Anatomical Sciences Education. (In press). 

2. Aylott LME, Tiffin PA, Saad M, Llewellyn AR and Finn GM. Defining professionalism for mental health services: A rapid systematic review. Journal of Mental Health. (In press) 

3. Coleman A, Nattrass B, Finn GM. Interprofessional Education in Dentistry. British Dental Journal. (in press)

4. Sangvik Grandal N, Laughey W and Finn GM. Twelve tips for teaching empathy using simulated patients. Medical Teacher. (in press)

5. Finn GM, Connolly S, Gillingwater TH & Smith CF. Putting gross anatomy into the curriculum: New anatomy syllabi for nursing and pharmacy students. Anatomical Sciences Education. (2018). 

6. Laughey W, Sangvik Grandal N and Finn GM. Medical communication: the view of simulated patients. Medical Education. (2018).  52(6), 664-676.

7. Finn GM, Mwandigh L, Paton L and Tiffin PA. The Ability of 'Non-Cognitive' Traits to Predict Undergraduate Performance in Medical Schools: A National Linkage Study. BMC Medical Education. (2018). 18 (1), 93. 

8. Smith CF, Stabile RI and Finn GM. Pedagogic Research in Anatomical Sciences: A best practice guide. European Journal of Anatomy (in press).

9. Finn GM, Hitch G, Apampa B, Hennessy CM, Gard PR, Stewart J, Claire F. Smith CF. The Anatomical Society Core Anatomy Syllabus for Pharmacists: Outcomes to Create a Foundation for Practice. Journal of Anatomy. (2018). 232(5), 729-738.

10. Connolly SA, Gillingwater TH, Chandler C, Grant AW, Grieg J, Meskell M, Ross MT, Smith CF, Wood A, Finn GM. The Anatomical Society's Core Anatomy Syllabus for Undergraduate Nursing. Journal of Anatomy. (2018). 232(5), 721-728.

11. Aka, JJ, Cookson NE, Hafferty FW and Finn GM. Teaching by stealth: Utilising the Hidden Curriculum within anatomy education. European Journal of Anatomy. (2018) 22(2), 173-182.

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

13. Hollingsworth C, Wesley C, Huckridge J, Finn GM, Griksaitis MJ. The Psychological Impact of Child Death on Paediatric Trainees: A National Survey. Archives of Disease in Childhood. (2017). 0: 1-5. doi:10.1136/archdischild-2017-313544

14. Smith CF, Finn GM, Border S. Learning Clinical Anatomy. European Journal of Anatomy (2017). 21 (4) 269-278.  

15. 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) 1025-1036. 

16. 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. (2018). 11:146--154. doi: 10.1002/ase.1698

17. 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.

18. 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. 

19. 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 

20. 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

21. 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.

22. 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. 

23. 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. 

24. 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. 

25. 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. 

26. 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

27. 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. 

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

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

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

31. 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. 

32. 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.

33. 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. 

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

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

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

37. 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. 

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

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

40. 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

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

42. 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. 

43. 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

44. 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

45. 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

‚ÄčFinn, 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


For anyone interested in research collaborations please contact:

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
Postgraduate research supervision

Gabrielle is interested in PhD, MSc and MD supervision across the spectrum of medical education. Potential students should get in touch via email.

PhD students:

Siobhan Connelly- An anatomy curriculum for nurses.

Lauren Aylott - Values based recruitment for mental health workers.

Angelique Duenas – A national assessment of Gateway programmes in the UK

Megan Brown – Flipped medical education: longitudinal integrated clerkships and the transition to patient-­centred medical education.

Karen Kirkness – Authentic assessment through the continuum of undergraduate medical curriculum.

MD students:

Alexandra MacNamara: Integrated prescribing teaching on acquisition of prescribing knowledge and skills in medical students.

Katie Bird: Evaluation of prescribing safety assessment for medical students.

External roles

External examiner for the PGCert/iMSc in Medical Education at Brighton and Sussex Medical School, the MSc in Clinical Education at Newcastle University and 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.