- Hull York Medical School
University of York
Heslington
York
YO10 5DD - +44 (0) 1904 321787
Gabrielle M Finn
University of York, Hull York Medical School, Faculty Member
- University of Edinburgh, College of Medicine and Veterinary Medicine, Department Memberadd
- Qualitative Research, Social Identity, Assessment, Medical Education, Quantitative Methods, Professionalism, and 11 moreLearning Technologies, Situated Learning, Medicine And Health Care, Identity Negotiation, Contextual Learning, Anatomy Pedagogy, Anatomy, Context Based Learning, Art of Anatomy, Peer Assessment Tips, and Biologyedit
- Gabrielle is Programme Director for the Masters, Diploma and Postgraduate Certificate in Health Professions Education... moreGabrielle is Programme Director for the Masters, Diploma and Postgraduate 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, assessment and medical professionalism. She is interested in the evaluation of innovative methods of teaching anatomy, and finding an objective measure for medical student professionalism.
Gabrielle graduated from the University of Dundee (Anatomical Sciences). She joined Durham University in 2006 as an anatomy aide. In 2009, she was appointed as Lecturer in Anatomy. Gabrielle was awarded the Durham University Excellence in Teaching and Learning Award in 2012. In 2013 she was appointed Executive Secretary for the Centre for Medical Education Research.
Gabrielle is Associate Editor for the journals Anatomical Sciences Education and BMC Medical Education. She reviews for a number of 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. In 2014 she became an Editorial Intern for the journal Medical Education.
She was awarded the Durham University Postgraduate Doctoral Fellowship and completed her PhD in Medical Education. She completed her teaching qualification (Postgraduate Certificate in Teaching and Learning in Higher Education) through Durham University’s School for Education in 2009.
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 as 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.
In 2010 she became a councillor and Director for the Anatomical Society of Great Britain and Ireland (ASGBI). 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 Centre for Excellence in Teaching and Learning (CETL) and a Fellow of the Higher Education Academy
Gabrielle supervises MSc and PhD students at the University of Edinburgh (Human Anatomy) and the Obesity Related Behaviours (ORB) Research Group at Durham University.edit
Simulated patients (SPs) are extensively used in the teaching of medical communication, both for students and doctors. They occupy a unique middle ground between patients and physicians: although free from the prejudices that medical... more
Simulated patients (SPs) are extensively used in the teaching of medical communication, both for students and doctors. They occupy a unique middle ground between patients and physicians: although free from the prejudices that medical training brings, they work closely with clinical tutors to promote the principles of patient-centred consulting. Despite this, there is relatively little research around their views on what makes for good communication practice. This study aims to address this gap in the literature through a qualitative analysis of SPs' opinions, especially in the context of medical student communication. Eighteen SPs from two medical schools, Hull York Medical School and Durham, were interviewed, using an in-depth, one-to-one, semi-structured approach. Data, transcribed verbatim, were thematically analysed. Three global themes were identified: (i) listening and empathy and showing it, (ii) continual human connection and (iii) information flow from the patient. Thes...
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In addition to the evaluation of educational attainment and intellectual ability there has been interest in the potential to select medical school applicants on non-academic qualities. Consequently, a battery of self-report measures... more
In addition to the evaluation of educational attainment and intellectual ability there has been interest in the potential to select medical school applicants on non-academic qualities. Consequently, a battery of self-report measures concerned with assessing 'non-cognitive' traits was piloted as part of the UK Clinical Aptitude Test (UKCAT) administration to evaluate their potential to be used in selection. The four non-cognitive instruments piloted were: 1) the Libertarian-communitarian scale, (2) The NACE (narcissism, aloofness, confidence and empathy, (3) the MEARS (Managing emotions and resilience scale; self-esteem, optimism, control, self-discipline, emotional-nondefensiveness and faking, and (4) an abridged version of instruments (1) and (2) combined. Non-cognitive scores and sociodemographic characteristics were available for 14,387 applicants. A series of univariable and multivariable analyses were conducted in order to assess the ability of the non-cognitive scores ...
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Empathy is a key component of humane, patient-centered consulting. Physician empathy increases patient satisfaction and enablement; it may even lead to better health outcomes. Despite this, empathy in clinical encounters is often lacking... more
Empathy is a key component of humane, patient-centered consulting. Physician empathy increases patient satisfaction and enablement; it may even lead to better health outcomes. Despite this, empathy in clinical encounters is often lacking and empathy in medical students decreases as they progress from the early to the senior undergraduate years. The components of empathy - like attentive listening and a mastery of non-verbal communication - are standard fare for communication training and universities and clinical postgraduate programs frequently employ simulated/standardized patients (SPs) to facilitate this training. In the field of empathy, SPs bring added value to feedback given that many are professional actors, well versed in the skills of putting themselves "in another character's shoes." Drawing from the existing evidence base and their personal training and role-play experience, the authors provide 12 practical tips for teaching empathy with simulated patients.
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Background and aims Electronic audience response systems offer the potential to enhance learning and improve performance. However, objective research investigating the use of audience response systems in undergraduate education has so far... more
Background and aims Electronic audience response systems offer the potential to enhance learning and improve performance. However, objective research investigating the use of audience response systems in undergraduate education has so far produced mixed, inconclusive results. We investigated the impact of audience response systems on short- and long-term test performance, as well as student perceptions of the educational experience, when integrated into undergraduate anatomy teaching. Methods and results A cohort of 70 undergraduate medical students was randomly allocated to one of the two groups. Both groups received the same anatomy lecture, but one group experienced the addition of audience response systems. Multiple-choice tests were conducted before, immediately after the lecture and again 10 weeks later. Self-perceived post-lecture subject knowledge, confidence and enjoyment ratings did not differ between groups. Test performance immediately following the lecture improved when...
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The Anatomical Society has developed a series of learning outcomes that 'experts' within the field would recommend as core knowledge outputs for a Master's Degree Programme in Pharmacy (MPharm) within the UK. Using the... more
The Anatomical Society has developed a series of learning outcomes that 'experts' within the field would recommend as core knowledge outputs for a Master's Degree Programme in Pharmacy (MPharm) within the UK. Using the Anatomical Society core gross anatomy syllabus for medical anatomy as a foundation, a modified Delphi technique was used to develop outcomes specific to pharmacy graduates. A Delphi panel consisting of medical practitioners, pharmacists and anatomists (n = 39) was created and involved 'experts' representing 20 UK Higher Education Institutions. The output from this study was 49 pharmacy-specific learning outcomes that are applicable to all pharmacy programmes. The new MPharm anatomy syllabus offers a basic anatomical framework upon which pharmacy educators can build the necessary clinical practice and knowledge. These learning outcomes could be used to develop anatomy teaching within an integrated curriculum as per requirements of the General Pharma...
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Previous research has explored the experiences of medical students using body painting as a learning tool. However, to date, faculty experiences and views have not been explored. This international qualitative study utilized a grounded... more
Previous research has explored the experiences of medical students using body painting as a learning tool. However, to date, faculty experiences and views have not been explored. This international qualitative study utilized a grounded theory approach with data collection through interviews with academics and clinicians who utilized body painting as part of their anatomical teaching. Twenty-six anatomists participated in the study from 14 centers worldwide. Three themes emerged from the data: (1) the efficacy of body painting, (2) the promotion of knowledge retention and recall, (3) considerations and practicalities regarding the use of body painting as a teaching tool. Subthemes show that body painting is used as an adjunct to the curriculum for teaching surface anatomy and peer examination. Benefits included diffusing the formal curricula, high student engagement and learning for future clinical practice. Body painting was advocated for promoting knowledge retention and recall, particularly learning through the process of cognitive load due to combining the use of color and kinesthetic learning with anatomical theory. Critical discussions surfaced on the topic of undressing in the classroom due to cultural and personal considerations possibly leading to unequal involvement and different learning experiences. Overall results support previous research showing that anatomists appreciate body painting as an effective, enjoyable, engaging and cost efficient adjunct to the multimodal anatomy curriculum. The role of cognitive load theory in learning anatomy through body painting emerged from the data as a possible theoretical framework supporting learning benefits from body painting and is suggested for further investigation. Anat Sci Educ 11: 146-154. © 2017 American Association of Anatomists.
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To assess the prevalence of symptoms of acute stress reactions (ASR) and post-traumatic stress disorder (PTSD) in paediatric trainees following their involvement in child death. A survey designed to identify trainees' previous... more
To assess the prevalence of symptoms of acute stress reactions (ASR) and post-traumatic stress disorder (PTSD) in paediatric trainees following their involvement in child death. A survey designed to identify trainees' previous experiences of child death combined with questions to identify features of PTSD. Quantitative interpretation was used alongside a χ test. A p value of <0.05 was considered significant. 604 surveys were distributed across 13 UK health education deaneries. 303/604 (50%) of trainees completed the surveys. 251/280 (90%) of trainees had been involved with the death of a child, although 190/284 (67%) had no training in child death. 118/248 (48%) of trainees were given a formal debrief session following their most recent experience. 203/251 (81%) of trainees reported one or more symptoms or behaviours that could contribute to a diagnosis of ASR/PTSD. 23/251 (9%) of trainees met the complete criteria for ASR and 13/251 (5%) for PTSD. Attending a formal debrief and reporting feelings of guilt were associated with an increase in diagnostic criteria for ASR/PTSD (p=0.036 and p<0.001, respectively). Paediatric trainees are at risk of developing ASR and PTSD following the death of a child. The feeling of guilt should be identified and acknowledged to allow prompt signposting to further support, including psychological assessment or intervention if required. Clear recommendations need to be made about the safety of debriefing sessions as, in keeping with existing evidence, our data suggest that debrief after the death of a child may be associated with the development of symptoms suggestive of ASR/PTSD.
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Across the UK, 13% of undergraduate medical education is undertaken in primary care (PC). Students value their experiences in this setting but uncertainty remains about the extent to which these placements influence their future practice.... more
Across the UK, 13% of undergraduate medical education is undertaken in primary care (PC). Students value their experiences in this setting but uncertainty remains about the extent to which these placements influence their future practice. To explore the impact of PC based undergraduate medical education on the development of medical students and new doctors as clinicians, and on students' preparedness for practice. Mixed method study across two UK medical schools. Focus groups and individual interviews with Year 5 medical students, Foundation Year 2 doctors and GP Specialty Trainees; online surveys of Year 5 medical students and Foundation Year 2 doctors. PC placements play an important part in the development of all 'apprentice' doctors, not just those wanting to become GPs. They provide a high quality learning environment, where students can: gradually take on responsibility; build confidence; develop empathy in their approach to patient care; and gain understanding of...
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The UK Clinical Aptitude Test (UKCAT) has been shown to have a modest but statistically significant ability to predict aspects of academic performance throughout medical school. Previously, this ability has been shown to be incremental to... more
The UK Clinical Aptitude Test (UKCAT) has been shown to have a modest but statistically significant ability to predict aspects of academic performance throughout medical school. Previously, this ability has been shown to be incremental to conventional measures of educational performance for the first year of medical school. This study evaluates whether this predictive ability extends throughout the whole of undergraduate medical study and explores the potential impact of using the test as a selection screening tool. This was an observational prospective study, linking UKCAT scores, prior educational attainment and sociodemographic variables with subsequent academic outcomes during the 5 years of UK medical undergraduate training. The participants were 6812 entrants to UK medical schools in 2007-8 using the UKCAT. The main outcome was academic performance at each year of medical school. A receiver operating characteristic (ROC) curve analysis was also conducted, treating the UKCAT as a screening test for a negative academic outcome (failing at least 1 year at first attempt). All four of the UKCAT scale scores significantly predicted performance in theory- and skills-based exams. After adjustment for prior educational achievement, the UKCAT scale scores remained significantly predictive for most years. Findings from the ROC analysis suggested that, if used as a sole screening test, with the mean applicant UKCAT score as the cut-off, the test could be used to reject candidates at high risk of failing at least 1 year at first attempt. However, the 'number needed to reject' value would be high (at 1.18), with roughly one candidate who would have been likely to pass all years at first sitting being rejected for every higher risk candidate potentially declined entry on this basis. The UKCAT scores demonstrate a statistically significant but modest degree of incremental predictive validity throughout undergraduate training. Whilst the UKCAT could be considered a fairly crude screening tool for future academic performance, it may offer added value when used in conjunction with other selection measures. Future work should focus on the optimum role of such tests within the selection process and the prediction of post-graduate performance.
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Abstract Anatomy is a subject steeped in tradition, commonly taught using cadaveric specimens. However, in practice, doctors generally deal with the body in its living form. This includes physical examination and medical imaging. With... more
Abstract Anatomy is a subject steeped in tradition, commonly taught using cadaveric specimens. However, in practice, doctors generally deal with the body in its living form. This includes physical examination and medical imaging. With this in mind, we have devised ...
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Body Worlds is an anatomical exhibition that shows human remains to the public. It has been considered controversial since it raises ethical tensions and issues. However, organizers and supporters of Body Worlds have claimed the... more
Body Worlds is an anatomical exhibition that shows human remains to the public. It has been considered controversial since it raises ethical tensions and issues. However, organizers and supporters of Body Worlds have claimed the exhibition is intended to promote visitors' understanding over the human body. Despite these claims, no studies were found that support or refute the hypothesis that a visit to Body Worlds increases the public's objective knowledge on human anatomy. Consequently, the objective of this study was to determine the impact of Body Worlds on anatomical knowledge. We constructed and delivered a questionnaire to both a previsit random sample and a postvisit random sample of visitors of Body Worlds' event Facets of Life, in Berlin. The questionnaire was available in both English and German languages and contained (a) basic sociodemographic questions and (b) a valid and reliable anatomy quiz. The quiz consisted of 16 multiple-choice questions that assessed the ability to identify the location of major anatomical structures on the human body. Average scores achieved on the quiz by the postvisit sample (X¯= 9.08, s = 2.48, n = 164) were significantly higher (unpaired t = 3.3957, P = 0.0008) than those achieved by the previsit sample (X¯= 8.11, s = 2.69, n = 167). Our results suggest that a visit to Body Worlds' event Facets of Life may have a beneficial effect in anatomical knowledge. However, further studies with better empirical designs and fewer limitations are needed to confirm our results. Clin. Anat. 29:439-445, 2016. © 2016 Wiley Periodicals, Inc.
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There is increasing recognition of multiprofessional learning in anatomy and its role in medical and healthcare professions. This study utilized two components to investigate anatomy interprofessional education (AIPE) in the United... more
There is increasing recognition of multiprofessional learning in anatomy and its role in medical and healthcare professions. This study utilized two components to investigate anatomy interprofessional education (AIPE) in the United Kingdom and Ireland. First, a survey involving qualitative and quantitative components asked Heads of Anatomy to report on their institutions' uptake of AIPE. Second, a series of case studies explored the experiences of students by using evaluation forms and an in-depth analysis of thematic concepts to understand the learners' perspectives on designing and delivering AIPE. Out of the 13 institutions that took part in the survey, eight did not offer an AIPE program. Between the remaining five institutions that deliver AIPE programs, 10 different modules are offered with the majority involving healthcare professions. The AIPE component is rated highly by students. The themes from the case studies highlight how valuable AIPE is from the student persp...
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There is increasing recognition in medicine of the importance of noncognitive factors, including personality, for performance, and for good medical practice. The personality domain of conscientiousness is a well-established predictor of... more
There is increasing recognition in medicine of the importance of noncognitive factors, including personality, for performance, and for good medical practice. The personality domain of conscientiousness is a well-established predictor of performance in workplace and academic settings. This study investigates the relationships between the "Big Five" personality domains, the facets of conscientiousness and performance in a practical anatomy examination. First- and second-year undergraduate medical students (n = 85) completed a paper-based questionnaire, which included a 50-item measure of the Big Five personality domains (neuroticism, extraversion, openness to experience, agreeableness, and conscientiousness) and a 60-item measure of the six conscientiousness facets (orderliness, dutifulness, achievement-striving, self-discipline, self-efficacy, and cautiousness) from the International Personality Item Pool (IPIP). In addition, routinely-collected academic performance scores ...
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Although medical curricula now adopt an integrated teaching approach, this is not adequately reflected in assessment of anatomy knowledge and skills. In this study, we aimed to explore the impact of the addition of clinical vignette to... more
Although medical curricula now adopt an integrated teaching approach, this is not adequately reflected in assessment of anatomy knowledge and skills. In this study, we aimed to explore the impact of the addition of clinical vignette to item stems on students' performance in anatomy practical examinations. In this study, 129 undergraduate medical students of Durham University took part in a 30-item anatomy practical test consisting of those with and without clinical stem, in a crossover design. Classical test theory was used to analyze item difficulty, discrimination index, point biserial, and reliability. Student performance on items with clinical stem and the percentage of students who correctly answered each item was significantly improved by the addition of a clinical stem in the Year 2 cohort. Also, items with a clinical stem showed much better discrimination index than non-clinical items in the Year 2 cohort. In contrast, there was no significant difference in item performance, student performance and discrimination index between items with a clinical and non-clinical stem in Year 1 cohort. Over 65% of test items in both year groups were of good quality with point biserial exceeding 0.2. However, Year 1 test reliability for non-clinical items was better than clinical items. The results raise question as to what level to apply this method of assessment in undergraduate education. Although interpreted on the basis of a relatively small item sample, the findings support the need for improving anatomy practical examinations in line with overriding curricula changes. Anat Sci Educ. © 2014 American Association of Anatomists.
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With ever increasing use of imaging as a diagnostic tool in medicine, medical schools are being urged to further integrate imaging into their curricula. Ultrasound is one such way of doing so-enabling students to bridge the gap between... more
With ever increasing use of imaging as a diagnostic tool in medicine, medical schools are being urged to further integrate imaging into their curricula. Ultrasound is one such way of doing so-enabling students to bridge the gap between form and function, medical school and clinical practice. As a non-invasive imaging technique, with low risk when compared to other methods of imaging, ultrasound is ideal for integration into basic science and clinical teaching. The twelve tips given in this article offer advice on the practicalities of running a successful ultrasound imaging session in an appropriate environment, promoting safety and curriculum integration.
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... Page 29. these areas (Christ, 2006; Elliott, et al., 2001; Good III, Simmons, Kame'enui, Kaminski, & Wallin, 2002; Hintze, et al., 1998; Hintze & Christ, 2004; Kaminski & Good, 1998;... more
... Page 29. these areas (Christ, 2006; Elliott, et al., 2001; Good III, Simmons, Kame'enui, Kaminski, & Wallin, 2002; Hintze, et al., 1998; Hintze & Christ, 2004; Kaminski & Good, 1998; Levin,Shatil-Carmon, & Asif-Rave, 2006; Morris, Bloodgood, & Perney. 2003). ...
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This study compared the efficacy of two cardiac anatomy teaching modalities, ultrasound imaging and cadaveric prosections, for learning cardiac gross anatomy. One hundred and eight first-year medical students participated. Two weeks prior... more
This study compared the efficacy of two cardiac anatomy teaching modalities, ultrasound imaging and cadaveric prosections, for learning cardiac gross anatomy. One hundred and eight first-year medical students participated. Two weeks prior to the teaching intervention, students completed a pretest to assess their prior knowledge and to ensure that groups were equally randomized. Students, divided into pre-existing teaching groups, were assigned to one of two conditions; "cadaver" or "ultrasound." Those in the cadaver group received teaching on the heart using prosections, whereas the ultrasound group received teaching using live ultrasound images of the heart. Immediately after teaching, students sat a post-test. Both teaching modalities increased students' test scores by similar amounts but no significant difference was found between the two conditions, suggesting that both prosections and ultrasound are equally effective methods for teaching gross anatomy of the heart. Our data support the inclusion of either cadaveric teaching or living anatomy using ultrasound within the undergraduate anatomy curriculum, and further work is needed to compare the additive effect of the two modalities.
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ABSTRACT Medical students at Durham University, United Kingdom receive instructions using ultrasound echocardiography. In this issue of ASE Dr. Finn and her colleagues compare the efficacy of ultrasound and cadaveric prosections for... more
ABSTRACT Medical students at Durham University, United Kingdom receive instructions using ultrasound echocardiography. In this issue of ASE Dr. Finn and her colleagues compare the efficacy of ultrasound and cadaveric prosections for teaching gross anatomy of the heart.
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... References 1.McLachlan, John C., Finn, Gabrielle M. & Macnaughton, Jane 2009. The Conscientiousness Index: A Novel Tool to Explore Students' Professionalism. ... 2.Finn, GabrielleM., Sawdon, Marina A., Clipsham, Laura &... more
... References 1.McLachlan, John C., Finn, Gabrielle M. & Macnaughton, Jane 2009. The Conscientiousness Index: A Novel Tool to Explore Students' Professionalism. ... 2.Finn, GabrielleM., Sawdon, Marina A., Clipsham, Laura & McLachlan, John C. Accepted. ...
ABSTRACT Self-assessment ability in medical students and practising physicians is generally poor, yet essential for academic progress and professional development. The aim of this study was to determine undergraduate medical... more
ABSTRACT Self-assessment ability in medical students and practising physicians is generally poor, yet essential for academic progress and professional development. The aim of this study was to determine undergraduate medical students' ability to self-assess their exam performance accurately in a real-world, high-stakes exam setting, something not previously investigated. Year 1 and Year 2 medical students (n = 74) participated in a self-assessment exercise. Students predicted their exam grade (%) on the anatomy practical exam. This exercise was completed online immediately after the exam. Students' predicted exam grades were correlated with their actual attained exam grades using a Pearson's correlation. Demographic data were analysed using an independent t-test. A negative correlation was found between students' overall predicted and attained exam grades (P < 0.0001). There was a significant difference between the students' predicted grades and actual grades in the bottom, 3rd and top (P < 0.0001), but not 2nd quartiles of participants. There was no relationship between the students' entry status into medical school and self-assessment ability (Year 1: P = 0.112; Year 2: P = 0.236) or between males and females (Year 1: P = 0.174). However, a relationship was determined for these variables in Year 2 (P = 0.022). The number of hours of additional self-directed learning undertaken did not influence students' self-assessment in both years. Our results demonstrate the 'unskilled and unaware' phenomenon in a real-world, high-stakes and practice-related setting. Students in all quartiles were unable to self-assess their exam performance, except for a group of mid-range students in the 2nd quartile. Poor performers were shown to overestimate their ability and, conversely, high achievers to underestimate their performance. We present evidence of a strong, significant linear relationship between medical students' ability to self-assess their performance in an anatomy practical exam, and their actual performance; in a real world setting. Despite the limited ability to self-assess reported in the literature, our results may inform approaches to revalidation, which currently frequently rely on an ability to self-assess.
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Background Professionalism is a difficult construct to define in medical students but aspects of this concept may be important in predicting the risk of postgraduate misconduct. For this reason attempts are being made to evaluate medical... more
Background Professionalism is a difficult construct to define in medical students but aspects of this concept may be important in predicting the risk of postgraduate misconduct. For this reason attempts are being made to evaluate medical students' professionalism. This study investigated the psychometric properties of Selected Response Questions (SRQs) relating to the theme of professional conduct and ethics comparing them with two sets of control items: those testing pure knowledge of anatomy, and; items evaluating the ability to integrate and apply knowledge ("skills"). The performance of students on the SRQs was also compared with two external measures estimating aspects of professionalism in students; peer ratings of professionalism and their Conscientiousness Index, an objective measure of behaviours at medical school. Methods Item Response Theory (IRT) was used to analyse both question and student performance for SRQs relating to knowledge of professionalism, pure anatomy and skills. The relative difficulties, discrimination and 'guessabilities' of each theme of question were compared with each other using Analysis of Variance (ANOVA). Student performance on each topic was compared with the measures of conscientiousness and professionalism using parametric and non-parametric tests as appropriate. A post-hoc analysis of power for the IRT modelling was conducted using a Monte Carlo simulation. Results Professionalism items were less difficult compared to the anatomy and skills SRQs, poorer at discriminating between candidates and more erratically answered when compared to anatomy questions. Moreover professionalism item performance was uncorrelated with the standardised Conscientiousness Index scores (rho = 0.009, p = 0.90). In contrast there were modest but significant correlations between standardised Conscientiousness Index scores and performance at anatomy items (rho = 0.20, p = 0.006) though not skills (rho = .11, p = .1). Likewise, students with high peer ratings for professionalism had superior performance on anatomy SRQs but not professionalism themed questions. A trend of borderline significance (p = .07) was observed for performance on skills SRQs and professionalism nomination status. Conclusions SRQs related to professionalism are likely to have relatively poor psychometric properties and lack associations with other constructs associated with undergraduate professional behaviour. The findings suggest that such questions should not be included in undergraduate examinations and may raise issues with the introduction of Situational Judgement Tests into Foundation Years selection.
Research Interests: Psychometrics, Monte Carlo Simulation, Item Response Theory, Medical Students, Humans, and 14 moreUndergraduate medical education, Standardisation, Psychometric Properties, Questionnaires, Theoretical Models, Public health systems and services research, Analysis of Variance, Student Performance, Curriculum and Pedagogy, Professional Competence, Indexation, Cross Sectional Studies, Monte Carlo Method, and Cohort Studies
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CONTEXT Measures of professionalism in undergraduate medical students are generally subjective in nature, and based on limited observations of behaviours in observed settings. We have previously described an objective sca- lar measure of... more
CONTEXT Measures of professionalism in undergraduate medical students are generally subjective in nature, and based on limited observations of behaviours in observed settings. We have previously described an objective sca- lar measure of conscientiousness over many occasions, and shown that it correlates with independent faculty estimates of students’ professionalism. In this study we test the hypothesis that these measures of conscien- tiousness relate to independent peer estimates of professionalism, and explore the relation- ships between conscientiousness, and gender and educational background.
METHODS Medical students in Years 1 and 2 of an undergraduate programme were invited to estimate the professionalism of fellow students using a peer nomination approach. The corre- lation with the Conscientiousness Index (CI) for each student receiving nominations was explored statistically. Male and female students,
from three educational backgrounds, were also compared on the basis of their CI scores. Devel- opmental properties were considered by com- paring Year 2 students’ CI scores with their corresponding Year 1 performance.
RESULTS There was a statistically significant negative correlation between CI scores and nominations for lack of professionalism. No differences were observed between male and female students. There were occasional differ- ences between students of different educational backgrounds, but the sample sizes of some groups were small and we would not wish to over-interpret these data.
CONCLUSIONS These results support the use of the CI as a scalar, objective potential measure of professionalism, although the observations require repetition elsewhere and over an extended period of time in order to determine the predictive value of this approach.
METHODS Medical students in Years 1 and 2 of an undergraduate programme were invited to estimate the professionalism of fellow students using a peer nomination approach. The corre- lation with the Conscientiousness Index (CI) for each student receiving nominations was explored statistically. Male and female students,
from three educational backgrounds, were also compared on the basis of their CI scores. Devel- opmental properties were considered by com- paring Year 2 students’ CI scores with their corresponding Year 1 performance.
RESULTS There was a statistically significant negative correlation between CI scores and nominations for lack of professionalism. No differences were observed between male and female students. There were occasional differ- ences between students of different educational backgrounds, but the sample sizes of some groups were small and we would not wish to over-interpret these data.
CONCLUSIONS These results support the use of the CI as a scalar, objective potential measure of professionalism, although the observations require repetition elsewhere and over an extended period of time in order to determine the predictive value of this approach.
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One hundred and thirty-three preclinical medical students participated in 24 focus groups over the period 2007-2009 at Durham University. Focus groups were conducted to ascertain whether or not medical students found body painting... more
One hundred and thirty-three preclinical medical students participated in 24 focus groups over the period 2007-2009 at Durham University. Focus groups were conducted to ascertain whether or not medical students found body painting anatomical structures to be an educationally beneficial learning activity. Data were analyzed using a grounded theory approach. Five principal themes emerged: (1) body painting as a fun learning activity, (2) body painting promoting retention of knowledge, (3) factors contributing to the memorability of body painting, (4) removal from comfort zone, and (5) the impact of body painting on students' future clinical practice. Students perceive body painting to be a fun learning activity, which aids their retention of the anatomical knowledge acquired during the session. Sensory factors, such as visual stimuli, especially color, and the tactile nature of the activity, promote recall. Students' preference for painting a peer or being painted is often dependent upon their learning style, but there are educational benefits for both roles. The moderate amounts of undressing involved encouraging students to consider issues surrounding body image; this informs their attitudes towards future patients. Body painting is a useful adjunct to traditional anatomy and clinical skills teaching. The fun element involved in the delivery of this teaching defuses the often formal academic context, which in turn promotes a positive learning environment.
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CONTEXT Measures of professionalism in undergraduate medical students are generally subjective in nature, and based on limited observations of behaviours in observed settings. We have previously described an objective sca- lar measure of... more
CONTEXT Measures of professionalism in undergraduate medical students are generally subjective in nature, and based on limited observations of behaviours in observed settings. We have previously described an objective sca- lar measure of conscientiousness over many occasions, and shown that it correlates with independent faculty estimates of students’ professionalism. In this study we test the hypothesis that these measures of conscien- tiousness relate to independent peer estimates of professionalism, and explore the relation- ships between conscientiousness, and gender and educational background.
METHODS Medical students in Years 1 and 2 of an undergraduate programme were invited to estimate the professionalism of fellow students using a peer nomination approach. The corre- lation with the Conscientiousness Index (CI) for each student receiving nominations was explored statistically. Male and female students,
from three educational backgrounds, were also compared on the basis of their CI scores. Devel- opmental properties were considered by com- paring Year 2 students’ CI scores with their corresponding Year 1 performance.
RESULTS There was a statistically significant negative correlation between CI scores and nominations for lack of professionalism. No differences were observed between male and female students. There were occasional differ- ences between students of different educational backgrounds, but the sample sizes of some groups were small and we would not wish to over-interpret these data.
CONCLUSIONS These results support the use of the CI as a scalar, objective potential measure of professionalism, although the observations require repetition elsewhere and over an extended period of time in order to determine the predictive value of this approach.
METHODS Medical students in Years 1 and 2 of an undergraduate programme were invited to estimate the professionalism of fellow students using a peer nomination approach. The corre- lation with the Conscientiousness Index (CI) for each student receiving nominations was explored statistically. Male and female students,
from three educational backgrounds, were also compared on the basis of their CI scores. Devel- opmental properties were considered by com- paring Year 2 students’ CI scores with their corresponding Year 1 performance.
RESULTS There was a statistically significant negative correlation between CI scores and nominations for lack of professionalism. No differences were observed between male and female students. There were occasional differ- ences between students of different educational backgrounds, but the sample sizes of some groups were small and we would not wish to over-interpret these data.
CONCLUSIONS These results support the use of the CI as a scalar, objective potential measure of professionalism, although the observations require repetition elsewhere and over an extended period of time in order to determine the predictive value of this approach.
Research Interests:
Research Interests:
Background Peer assessment is defined as assessment by 'individuals who have attained to same general level of training or expertise, exercise no formal authority over each other, and share the same hierarchical status in an... more
Background Peer assessment is defined as assessment by 'individuals who have attained to same general level of training or expertise, exercise no formal authority over each other, and share the same hierarchical status in an institution' 1. ... The 'Conscientiousness Index' ...
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Body painting in the medical education context is the painting of internal structures on the surface of the body with high verisimilitude. Body painting has many educational benefits, from the obvious acquisition of anatomical knowledge,... more
Body painting in the medical education context is the painting of internal structures on the surface of the body with high verisimilitude. Body painting has many educational benefits, from the obvious acquisition of anatomical knowledge, to the less obvious benefits of improved communication skills and greater body awareness. As with any activity, which involves physical examination and undressing, sensitive delivery is imperative. The 12 tips given in this article offer advice on the practicalities of running a successful body painting session in a supportive environment, thus promoting maximum student participation.