Andrea Gingerich
Andrea Gingerich
Northern Medical Program, University of Northern British Columbia
Email verificata su
Citata da
Citata da
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
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
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
What if the'trust'in entrustable were a social judgement?
A Gingerich
Medical education 49 (8), 750-752, 2015
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
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 (5), 740-743, 2019
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
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
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
Questioning the rater idiosyncrasy explanation for error variance by searching for multiple signals within the noise
AM Gingerich
Datawyse/Universitaire Pers Maastricht, 2015
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
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
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
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
The mental workload of conducting research in assessor cognition
A Gingerich, P Yeates
Perspectives on medical education 8 (6), 315-316, 2019
Twelve tips for clinicians dealing with uncertainty when assessing learners
I Scott, A Gingerich, KW Eva
Medical teacher 41 (8), 888-894, 2019
Mapping the landscape of cataract surgery teaching assessment in Canadian residency programs
A Martens, R. Nathoo, N. Sidhu, R. Gingerich
Canadian Journal of Ophthalmology 54 (2), 155 - 158, 2019
Urban ideals and rural realities: physiotherapists navigating paradox in overlapping roles
A Gingerich, K Van Volkenburg, S Maurice, C Simpson, R Roots
Medical Education, 2021
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, 1-8, 2021
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
Il sistema al momento non pu eseguire l'operazione. Riprova pi tardi.
Articoli 1–20