Andrea Gingerich
Andrea Gingerich
Northern Medical Program, University of Northern British Columbia
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Cited by
Cited by
Seeing the ‘black box’differently: assessor cognition from three research perspectives
A Gingerich, J Kogan, P Yeates, M Govaerts, E Holmboe
Medical education 48 (11), 1055-1068, 2014
Rater-based assessments as social judgments: rethinking the etiology of rater errors
A Gingerich, G Regehr, KW Eva
Academic Medicine 86 (10), S1-S7, 2011
More consensus than idiosyncrasy: Categorizing social judgments to examine variability in Mini-CEX ratings
A Gingerich, CPM van der Vleuten, KW Eva, G Regehr
Academic Medicine 89 (11), 1510-1519, 2014
Entrustment ratings in internal medicine training: capturing meaningful supervision decisions or just another rating?
R Hatala, S Ginsburg, KE Hauer, A Gingerich
Journal of General Internal Medicine 34, 740-743, 2019
Inter-rater variability as mutual disagreement: identifying raters’ divergent points of view
A Gingerich, SE Ramlo, CPM van der Vleuten, KW Eva, G Regehr
Advances in Health Sciences Education 22 (4), 819-838, 2017
What if the ‘trust’ in entrustable were a social judgement?
A Gingerich
Medical education 49 (8), 750-752, 2015
Beyond hands‐on and hands‐off: supervisory approaches and entrustment on the inpatient ward
A Gingerich, V Daniels, L Farrell, SR Olsen, T Kennedy, R Hatala
Medical Education 52 (10), 1028-1040, 2018
Numbers encapsulate, words elaborate: toward the best use of comments for assessment and feedback on entrustment ratings
S Ginsburg, CJ Watling, DJ Schumacher, A Gingerich, R Hatala
Academic Medicine 96 (7S), S81-S86, 2021
Taken out of context: hazards in the interpretation of written assessment comments
S Ginsburg, JR Kogan, A Gingerich, M Lynch, CJ Watling
Academic Medicine 95 (7), 1082-1088, 2020
Seeing but not believing: insights into the intractability of failure to fail
A Gingerich, SS Sebok‐Syer, R Larstone, CJ Watling, L Lingard
Medical Education 54 (12), 1148-1158, 2020
Problem-based learning tutors within medical curricula: An interprofessional analysis
A Gingerich, H Mader, GW Payne
Journal of Interprofessional Care 26 (1), 69-70, 2012
Distant and hidden figures: Foregrounding patients in the development, content, and implementation of entrustable professional activities
SS Sebok-Syer, A Gingerich, ES Holmboe, L Lingard, DA Turner, ...
Academic Medicine 96 (7S), S76-S80, 2021
Comparatively salient: examining the influence of preceding performances on assessors’ focus and interpretations in written assessment comments
A Gingerich, E Schokking, P Yeates
Advance in Health Sciences Education, 23, 2018
Idiosyncrasy in assessment comments: do faculty have distinct writing styles when completing in-training evaluation reports?
S Ginsburg, A Gingerich, JR Kogan, CJ Watling, KW Eva
Academic Medicine 95 (11S), S81-S88, 2020
Educational impact drives feasibility of implementing daily assessment in the workplace
NA Nathoo, R Sidhu, A Gingerich
Teaching and Learning in Medicine 32 (4), 389-398, 2020
Urban ideals and rural realities: Physiotherapists navigating paradox in overlapping roles
A Gingerich, K Van Volkenburg, S Maurice, C Simpson, R Roots
Medical Education 55 (10), 1183-1193, 2021
The reliability of Rater variability
A Gingerich
Journal of Graduate Medical Education 12 (2), 159-161, 2020
Remote hands-on interactive medical education: video feedback for medical students.
K Ho, A Gingerich, N Shen, S Voyer, C Weerasinghe, D Snadden
Medical Education 45 (5), 522-523, 2011
The shift from disbelieving underperformance to recognising failure: a tipping point model
A Gingerich, SS Sebok‐Syer, L Lingard, CJ Watling
Medical Education 56 (4), 395-406, 2022
A collective case study of supervision and competence judgments on the inpatient internal medicine ward
T Gilchrist, R Hatala, A Gingerich
Perspectives on medical education 10, 155-162, 2021
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