Gingerich, Dr. Andrea
PhD - Health Professions Education (Maastricht University), MMEd - Medical Education (Dundee University), ND - Naturopathic Doctor (Canadian College of Naturopathic Medicine), BSc - Physiology/Psychology (University of Western Ontario)
Biography
Dr. Gingerich is an associate professor with the Division of Medical Sciences, a scholar with the UBC Centre for Health Education Scholarship, and an affiliate associate professor with the UBC Department of Family Practice, Northern Rural Program. She is currently the CBL Lead at the NMP and has been facilitating small group learning activities, including case-based learning, at the Northern Medical Program since 2006. Her teaching and research are informed by various former roles in healthcare including four years working as a licensed naturopathic doctor in rural Ontario.
Research and Expertise
I study the variability in how people think and act. My research investigates variability by identifying the differing perspectives and points of view, strategies and approaches, and judgments and decisions that people report using when interacting with other people. I am curious to identify any meaningful information in the variability, such as when people disagree or their actions deviate from the norm, that would otherwise be attributed to idiosyncrasy and disregarded. My primary area of research is in assessment, with a focus on rater-based (or performance) assessment, and particularly the modality of workplace-based assessment. My early studies revealed more than one point of view within variable assessment judgments with many people aligning with each of those perspectives, rather than everyone having their own idiosyncratic point of view. I extended this work by studying the dynamic approaches used by clinical supervisors as they oversee trainees in the workplace and the various ways they assess under-performing trainees in clinical contexts. I have further expanded this research into identifying how dual roles are navigated when practitioners must interact with another person in both professional and personal roles, while simultaneously expected to avoid interacting with others in both roles.
- Education
- Ethics
- Health
- Psychology
- Rural Health Services
- English
Selected Publications
Gingerich, A., Simpson, C., Roots, R. Maurice, SB. (2023) “Juggle the different hats we wear”: enacted strategies for negotiating boundaries in overlapping relationships. Advances in Health Sciences Education.
Gingerich, A., S. S. Sebok-Syer, L Lingard, CJ Watling. (2022) The shift from disbelieving under-performance to recognizing failure: A tipping point model. Medical Education. 56(4):389-406.
Gingerich A., Daniels, V., Farrell L., Olsen S., Kennedy T., Hatala R. (2018) Beyond hands-on and hands-off: Supervisory approaches and entrustment on the inpatient ward. Medical Education. 52(10):1028-1040.
Gingerich, A., Kogan, J., Yeates, P., Govaerts, M., & Holmboe, E. (2014). Seeing the ‘black box’ differently: assessor cognition from three research perspectives. Medical Education. 48:1055-1068.
Gingerich, A., Regehr, G., & Eva, K. (2011). Rater-based assessments as social judgments: Rethinking the etiology of rater errors. Academic Medicine. 86(10 Suppl): S1-S7.
Gingerich, A., (2015). Questioning the rater idiosyncrasy explanation for error variance by searching for multiple signals within the noise. Datawyse: Universitaire Pers Maastricht. 180 pages. ISBN 9789461594556
Gingerich, A., (2015). Commentary: What if the ‘trust’ in entrustable were a social judgment? Medical Education. 49:748-754.
Gingerich, A., Kogan, J., Yeates, P., Govaerts, M., & Holmboe, E. (2014). Seeing the ‘black box’ differently: assessor cognition from three research perspectives. Medical Education. 48:1055-1068.
Gingerich, A., van der Vleuten, C.P.M., Eva, K.W., & Regehr, G. (2014). More consensus than idiosyncrasy: Categorizing social judgments to examine variability in Mini-CEX ratings. Academic Medicine. 89(11):1-10.
Gingerich, A., Regehr, G., & Eva, K. (2011). Rater-based assessments as social judgments: Rethinking the etiology of rater errors. Academic Medicine. 86(10 Suppl): S1-S7.