Andrea Gingerich, ND, MMEd, PhD
Scholar
Andrea is a CHES Scholar and an associate professor in the Division of Medical Sciences at the University of Northern British Columbia in Prince George where she teaches for the University of British Columbia’s Northern Medical Program. She is also an affiliate associate professor in the UBC Department of Family Practice, Northern Rural Program. She obtained her PhD in health professions education in 2015 from Maastricht University under the supervision of Drs. Cees van der Vleuten, Kevin Eva and Glenn Regehr. Her dissertation challenged the rater idiosyncrasy explanation for error variance by identifying multiple clusters of consensus within physicians’ variable clinical assessment judgments of a given trainee. Andrea was awarded a masters degree in medical education with distinction through the University of Dundee in 2010 with a thesis focusing on assessment in problem-based learning. Her experience with facilitating small group learning activities at the Northern Medical Program extends back to 2006. Her teaching and research is informed by various former roles in healthcare including four years working as a licensed naturopathic doctor in rural Ontario.
Research Interests
As a health professions education researcher, Andrea studies why people sometimes do not do what they are supposed to despite having been trained. Her research operates from the standpoint that people should be assumed to be behaving reasonably until proven otherwise; and, thus, she invites people to explain why their noncompliance is necessary or optimal. In particular, her efforts target situations where so many people are defying conventions that their counter-normative behaviour becomes the norm because such situations generate new insights for, and inform new approaches to, professional standards and practices. Areas of study include identifying why clinical supervisors sometimes withhold valuable assessment information and why practitioners routinely defy some regulatory policies.
Grants
- SSHRC Explore Grant, Social Sciences and Humanities Research Council (2024-2025). $7,000
- Associated Medical Services CanMEDS Research Grant, Royal College of Physicians and Surgeons of Canada (2022-2024). $25,000
- Research in Clinical Assessment Grant, Medical Council of Canada (2022-2023). $37,500
- Rural Physician Research Grant, Rural Coordination Centre of BC (2022-2023). $10,000
- UBC Distributed Medical Education Grant, 2019. $10,000
- Strategic Initiative Grant, Royal College of Physicians and Surgeons of Canada (2019-2021). $29,877
- Medical Education Research Grant, Royal College of Physicians and Surgeons of Canada (2018-2020). $47,860
- Research in Clinical Assessment Grant, Medical Council of Canada (2018 – 2019). $30,971.25
- UBC Distributed Medical Education Grant, 2016. $10,000
- Stemmler Medical Education Research Fund, National Board of Medical Examiners (2012 – 2015). $78,306
Awards
- Association of American Medical Colleges, Outstanding Research Award, RIME Program Planning Committee (2024) for “Praise in Public ; criticize in private”: Unwritable assessment comments and the performance information that resists being written
- Association for Medical Education in Europe, Best Research Paper Award for Seeing but not believing: Insights into the intractability of failure to fail. (2020)
- Association for Medical Education in Europe, Best Research Paper Award for Beyond hands-on and hands-off: Supervisory approaches and entrustment on the inpatient ward. (2018)
- Canadian Association for Medical Education Research Award, Best Oral Presentation at the Canadian Conference on Medical Education (2015)
- Association of American Medical Colleges, Thomas Hale Ham Award for New Investigators (2012)
- Canadian Association of Medical Education, Certificate of Merit Award (2012)
Publication Highlights
Gingerich A, Hatala R, Gilchrist T. (2024) Check, please! Supervisor-Learner dyads using “Checking” for clinical support during indirect supervision. Journal of General Internal Medicine, 1-8.
Gingerich A, Lingard L, Sebok-Syer SS, Watling CJ, Ginsburg S. (2024) “Praise in public; criticize in private”: Unwritable assessment comments and the performance information that resists being written. Academic Medicine. 99(11):1240-1246.
Gingerich A, Simpson C, Roots R, Maurice S. (2023) “Juggle the different hats we wear”: enacted strategies for negotiating boundaries in overlapping relationships. Advances in Health Sciences Education. 29(3):813-828
Gingerich, A., S. S. Sebok-Syer, L Lingard, CJ Watling. (2022) The shift from disbelieving underperformance to recognising failure: A tipping point model. Medical Education. 56(4):389-406
Gingerich A, Van Volkenburg K, Maurice S, Simpson C, Roots R. (2021). Urban ideals and rural realities: physiotherapists navigating paradox in overlapping roles. Medical Education. 55(10): 1183-1193.
Ginsburg, S, C. J. Watling, DJ Schumacher, A Gingerich, R Hatala. (2021). Numbers Encapsulate, Words Elaborate: Toward the Best Use of Comments for Assessment and Feedback on Entrustment Ratings. Academic Medicine 96(7S): S81-S86.
Gilchrist T, Hatala R, Gingerich A. (2021). A collective case study of supervision and competence judgments on the inpatient internal medicine ward. Perspectives on Medical Education 10(3):155-162.
Gingerich A, Sebok-Syer SS, Larstone R, Watling CJ, Lingard, L. (2020) Seeing but not believing: Insights into the intractability of failure to fail. Medical Education 54(12): 1148-1158.
Hatala R, Ginsburg S, Hauer K, Gingerich A. (2019). Entrustment ratings in internal medicine training: capturing supervision decisions or just another rating? Journal of General Internal Medicine 34(5): 740-743.
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.
Gingerich, A., Ramlo, S.E, van der Vleuten, C.P.M., Eva, K.W., & Regehr, G. (2017). Inter-rater variability as mutual disagreement: Identifying raters’ divergent points of view. Advances in Health Sciences Education 22(4): 819-838.
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., Regehr, G., & Eva, K. (2011). Rater-based assessments as social judgments: Rethinking the etiology of rater errors. Academic Medicine 86(10 Suppl):S1-S7.