Gabrielle M Finn

Biographic Data

ID	7857735
NAME	Gabrielle M Finn
GIVEN NAMES	Gabrielle M
FAMILY NAME	Finn
SIGNATURE	FINN G M
AFFILIATIONS	University of Manchester
ORCID	0000-0002-0419-694X
VERIFIED	Yes
TOTAL WORKS	19
TOTAL CITATIONS	0
WORKS AS AUTHOR	19
WORKS AS EDITOR	0
FIRST PUBLICATION YEAR	2020
LATEST PUBLICATION YEAR	2026
H-INDEX	0

Pick me, pick me
Open AccessJeanne Tai, Rola Ajjawi et al.ARTICLEMedical Education2026
Collaboration is a regular part of medical education research. There has been minimal formalised unpicking of features which may promote enjoyable and effective collaboration. This paper focuses on the social qualities of individuals to highlight important aspects to consider when assembling collaborative research teams. We draw on the concept of persona from celebrity studies research to formulate five Famousness Dimensions (FD). Then we use a b…
Inclusive assessment in health professions education
Open AccessGabrielle M Finn, Jeanne Tai et al.ARTICLEMedical Education2025
Aspiration to admission
Open AccessRiya George, Angelique N Dueñas et al.ARTICLEMedical Teacher2025
SERIES INTRODUCTORY ABSTRACTWidening Access, Participation and SuccessThis AMEE guide series explores three interconnected strategies for widening access, participation, and success in medical education. The series emphasises the interdependence of these areas as essential to supporting students from entry to graduation. Each guide in the series addresses a specific phase of the student journey, from the first steps of widening access, through en…
Moving Beyond Static, Individualistic Approaches to Agency
Abigail Konopasky, Gabrielle M Finn et al.ARTICLEMedical Teacher2025
with each learner charged with taking responsibility to pull themselves up by their bootstraps. This conceptualization is problematic. First, collaboration is a central component of patient care, which does not align well with an individualistic approach. Second, a growing body of literature documents how minoritized and marginalized trainees experience inequitable restrictions on their agency. Third, a myriad of structures across medicine restri…
Barriers and facilitators to establishing a clinical academic career in clinical education research in the UK
Open AccessAnna Harvey Bluemel, Oliver E Burton et al.ARTICLEMedical Teacher2024
In a rapidly changing healthcare environment, we need a robust evidence base to inform effective education and training. This study aimed to examine factors perceived to determine career progression in clinical education research in the UK. Six online focus groups were conducted, with 35 participants from a range of medical, dental, nursing, and allied health professions who identified as aspiring or early career clinical education researchers. T…
Fast‐tracking, identity formation and the formalisation of teaching in health professions education
Open AccessGabrielle M Finn, Frederic W HaffertyARTICLEMedical Education2023
The proliferation of education programmes goes some way towards professionalising teaching, but we mustn't let them devalue teaching by bypassing socialisation processes and professional identity formation
Medical Student Identity Construction Within Longitudinal Integrated Clerkships
Open AccessMegan E L Brown, Catherine Ard et al.ARTICLEAcademic Medicine2022
Response to ‘Threshold Concepts in Medical Education
Open AccessMegan E L Brown, Gabrielle M FinnARTICLEMedical Education2022
UK Doctors Delivering Physical Activity Advice
Open AccessDane Vishnubala, Adil Iqbal et al.ARTICLEInternational Journal of…2022
Despite strategies to enable Health Care Professionals (HCPs) to give physical activity (PA) advice to patients, this appears to be rarely done in consultations. The aims of the present study were to gain an understanding of doctors' awareness of current PA guidelines and to explore their opinions on barriers and solutions. A qualitative approach using semi-structured interviews was adopted. This study included 15 doctors currently working in the…
When I say… socialisation
Open AccessMegan E L Brown, Gabrielle M FinnARTICLEMedical Education2021
In this ‘When I say...’ paper, Brown and Finn suggest the term ‘socialisation’ needs to be more clearly conceptualised when used within health professions education
Professional identity formation within longitudinal integrated clerkships
Open AccessMegan E L Brown, Paul Whybrow et al.ARTICLEMedical Education2021
Love and breakup letter methodology
Open AccessWilliam F Laughey, Megan E L Brown et al.ARTICLEMedical Education2021
In everyday life, feelings are important to us, influencing our decision‐making and motivating our actions. This is equally true within medicine and medical education, where feelings influence key aspects such as clinical decision‐making, empathy, resilience, professional identity, reflection, team dynamics, career choices and questions of prejudice and bias. Feelings are therefore legitimate targets in medical education research, but asking rese…
When I say… empathic dissonance
Open AccessWilliam F Laughey, Megan E L Brown et al.ARTICLEMedical Education2021
A new term defined as 'the mental discomfort created by making expressions of empathy that are not sincerely felt', the authors explore how "empathic dissonance" presents a common problem in medical education
How medical school alters empathy
Open AccessWilliam F Laughey, Megan E L Brown et al.ARTICLEMedical Education2021
Can the arts and humanities bring the patient's voice centre stage in medical education
Open AccessWilliam F Laughey, Gabrielle M FinnARTICLEMedical Education2021
Read this commentary to understand why arts and humanities deserve to move centre stage in the arena of health professional education
Intra‐Covid collaboration
Open AccessMegan E L Brown, Gabrielle M FinnARTICLEMedical Education2021
The COVID-19 pandemic has dramatically changed the landscape of medical education. For example, the sudden shift to remote working and online communication has redefined collaboration, which had already become somewhat of a buzzword within the field's lexicon. Its popularity is understandable, as facilitating collaborative expertise within healthcare graduates leads to improved patient outcomes.1 Within education, collaboration facilitates learni…
What makes a model prescriber? A documentary analysis
Usmaan Omer, Martin Veysey et al.ARTICLEMedical Teacher2021
INTRODUCTION: In recent years, the authority to prescribe medications in healthcare has expanded to include pharmacists, nurses and Allied Healthcare Professionals. Subsequently, the quantity of guidelines describing appropriate prescribing practice has increased. Despite this, the literature notes a lack of consensus regarding the overall qualities of a good prescriber. The aim of this study was to attempt to define what makes a model prescriber…
Pandemicpedagogy
Open AccessGabrielle M Finn, Megan E L Brown et al.ARTICLEMedical Education2020
new challenges, such as teaching virtually and attending to student well-being. In future, planning additional evaluation that includes measuring social network structural and qualitative changes, although not feasible at the onset of the COVID-19 pandemic, would be helpful to further assess impact and align with current evaluation trends
A virtual postgraduate community of practice
Open AccessMegan E L Brown, Rebecca L Archer et al.ARTICLEMedical Education2020
During the coronavirus disease 2019 (COVID-19) pandemic lockdown, one community of homeworkers at risk of being overlooked in contingency planning is that of postgraduate student researchers, known to suffer from higher levels of mental ill health than the general population. Physical distance from a supportive network of supervisors, peers and colleagues holds the potential to negatively impact postgraduates’ health. This is exacerbated as inter…

Pandemicpedagogy
Open AccessGabrielle M Finn, Megan E L Brown et al.ARTICLEMedical Education2020
new challenges, such as teaching virtually and attending to student well-being. In future, planning additional evaluation that includes measuring social network structural and qualitative changes, although not feasible at the onset of the COVID-19 pandemic, would be helpful to further assess impact and align with current evaluation trends
A virtual postgraduate community of practice
Open AccessMegan E L Brown, Rebecca L Archer et al.ARTICLEMedical Education2020
During the coronavirus disease 2019 (COVID-19) pandemic lockdown, one community of homeworkers at risk of being overlooked in contingency planning is that of postgraduate student researchers, known to suffer from higher levels of mental ill health than the general population. Physical distance from a supportive network of supervisors, peers and colleagues holds the potential to negatively impact postgraduates’ health. This is exacerbated as inter…
When I say… socialisation
Open AccessMegan E L Brown, Gabrielle M FinnARTICLEMedical Education2021
In this ‘When I say...’ paper, Brown and Finn suggest the term ‘socialisation’ needs to be more clearly conceptualised when used within health professions education
Professional identity formation within longitudinal integrated clerkships
Open AccessMegan E L Brown, Paul Whybrow et al.ARTICLEMedical Education2021
Love and breakup letter methodology
Open AccessWilliam F Laughey, Megan E L Brown et al.ARTICLEMedical Education2021
In everyday life, feelings are important to us, influencing our decision‐making and motivating our actions. This is equally true within medicine and medical education, where feelings influence key aspects such as clinical decision‐making, empathy, resilience, professional identity, reflection, team dynamics, career choices and questions of prejudice and bias. Feelings are therefore legitimate targets in medical education research, but asking rese…
When I say… empathic dissonance
Open AccessWilliam F Laughey, Megan E L Brown et al.ARTICLEMedical Education2021
A new term defined as 'the mental discomfort created by making expressions of empathy that are not sincerely felt', the authors explore how "empathic dissonance" presents a common problem in medical education
How medical school alters empathy
Open AccessWilliam F Laughey, Megan E L Brown et al.ARTICLEMedical Education2021
Can the arts and humanities bring the patient's voice centre stage in medical education
Open AccessWilliam F Laughey, Gabrielle M FinnARTICLEMedical Education2021
Read this commentary to understand why arts and humanities deserve to move centre stage in the arena of health professional education
Intra‐Covid collaboration
Open AccessMegan E L Brown, Gabrielle M FinnARTICLEMedical Education2021
The COVID-19 pandemic has dramatically changed the landscape of medical education. For example, the sudden shift to remote working and online communication has redefined collaboration, which had already become somewhat of a buzzword within the field's lexicon. Its popularity is understandable, as facilitating collaborative expertise within healthcare graduates leads to improved patient outcomes.1 Within education, collaboration facilitates learni…
What makes a model prescriber? A documentary analysis
Usmaan Omer, Martin Veysey et al.ARTICLEMedical Teacher2021
INTRODUCTION: In recent years, the authority to prescribe medications in healthcare has expanded to include pharmacists, nurses and Allied Healthcare Professionals. Subsequently, the quantity of guidelines describing appropriate prescribing practice has increased. Despite this, the literature notes a lack of consensus regarding the overall qualities of a good prescriber. The aim of this study was to attempt to define what makes a model prescriber…
Medical Student Identity Construction Within Longitudinal Integrated Clerkships
Open AccessMegan E L Brown, Catherine Ard et al.ARTICLEAcademic Medicine2022
Response to ‘Threshold Concepts in Medical Education
Open AccessMegan E L Brown, Gabrielle M FinnARTICLEMedical Education2022
UK Doctors Delivering Physical Activity Advice
Open AccessDane Vishnubala, Adil Iqbal et al.ARTICLEInternational Journal of…2022
Despite strategies to enable Health Care Professionals (HCPs) to give physical activity (PA) advice to patients, this appears to be rarely done in consultations. The aims of the present study were to gain an understanding of doctors' awareness of current PA guidelines and to explore their opinions on barriers and solutions. A qualitative approach using semi-structured interviews was adopted. This study included 15 doctors currently working in the…
Fast‐tracking, identity formation and the formalisation of teaching in health professions education
Open AccessGabrielle M Finn, Frederic W HaffertyARTICLEMedical Education2023
The proliferation of education programmes goes some way towards professionalising teaching, but we mustn't let them devalue teaching by bypassing socialisation processes and professional identity formation
Barriers and facilitators to establishing a clinical academic career in clinical education research in the UK
Open AccessAnna Harvey Bluemel, Oliver E Burton et al.ARTICLEMedical Teacher2024
In a rapidly changing healthcare environment, we need a robust evidence base to inform effective education and training. This study aimed to examine factors perceived to determine career progression in clinical education research in the UK. Six online focus groups were conducted, with 35 participants from a range of medical, dental, nursing, and allied health professions who identified as aspiring or early career clinical education researchers. T…
Inclusive assessment in health professions education
Open AccessGabrielle M Finn, Jeanne Tai et al.ARTICLEMedical Education2025
Aspiration to admission
Open AccessRiya George, Angelique N Dueñas et al.ARTICLEMedical Teacher2025
SERIES INTRODUCTORY ABSTRACTWidening Access, Participation and SuccessThis AMEE guide series explores three interconnected strategies for widening access, participation, and success in medical education. The series emphasises the interdependence of these areas as essential to supporting students from entry to graduation. Each guide in the series addresses a specific phase of the student journey, from the first steps of widening access, through en…
Moving Beyond Static, Individualistic Approaches to Agency
Abigail Konopasky, Gabrielle M Finn et al.ARTICLEMedical Teacher2025
with each learner charged with taking responsibility to pull themselves up by their bootstraps. This conceptualization is problematic. First, collaboration is a central component of patient care, which does not align well with an individualistic approach. Second, a growing body of literature documents how minoritized and marginalized trainees experience inequitable restrictions on their agency. Third, a myriad of structures across medicine restri…
Pick me, pick me
Open AccessJeanne Tai, Rola Ajjawi et al.ARTICLEMedical Education2026
Collaboration is a regular part of medical education research. There has been minimal formalised unpicking of features which may promote enjoyable and effective collaboration. This paper focuses on the social qualities of individuals to highlight important aspects to consider when assembling collaborative research teams. We draw on the concept of persona from celebrity studies research to formulate five Famousness Dimensions (FD). Then we use a b…