Ryan Brydges




Dr. Ryan Brydges conducts research in three related domains: (i) clarifying how healthcare trainees and professionals manage (through self-regulation) their life-long learning, (ii) understanding how to optimize the instructional design of healthcare simulation (and other technology-enhanced learning modalities) for training and assessment of healthcare professionals (iii) identifying best practices in the training and assessment for bedside invasive medical procedures (e.g., lumbar puncture, central line insertion, thoracentesis). Examples of questions he asks include how trainees prepare for future learning, how they learn to self-monitor effectively (i.e., think about their own thinking), how educators and trainees differ in their conceptions of learning, how validity evidence is collected and organized in assessment of health professionals, and how to design training using educational technologies (e.g., iPad apps, web-based simulators) to enhance learning outcomes.

Through studies of self-regulation and simulation, Dr. Brydges aims to understand how training interventions translate into healthcare professional’s behaviours. Most specifically, his work with procedural skills will serve as a proof of concept for developing novel model of ‘competency-based education’ in both academic and community hospital settings. That research arm will have implications for patient care as well as health care system reform (e.g., identifying a need for specialized procedural service teams), and healthcare resource utilization (e.g., providing input to Choosing Wisely initiatives).”

Recent Publications

  1. Ryan, A, Hatala, R, Brydges, R, Molloy, E. Learning With Patients, Students, and Peers: Continuing Professional Development in the Solo Practitioner Workplace. J Contin Educ Health Prof. 2020;40 (4):283-288. doi: 10.1097/CEH.0000000000000307. PubMed PMID:33284181 .
  2. Piquette, D, Goffi, A, Lee, C, Brydges, R, Walsh, CM, Mema, B et al.. Resident competencies before and after short intensive care unit rotations: a multicentre pilot observational study. Can J Anaesth. 2020; :. doi: 10.1007/s12630-020-01850-x. PubMed PMID:33174164 .
  3. Brydges, R, Boyd, VA, Tavares, W, Ginsburg, S, Kuper, A, Anderson, M et al.. Assumptions About Competency-Based Medical Education and the State of the Underlying Evidence: A Critical Narrative Review. Acad Med. 2020; :. doi: 10.1097/ACM.0000000000003781. PubMed PMID:33031117 .
  4. Tolsgaard, MG, Mahan Kulasegaram, K, Woods, NN, Brydges, R, Ringsted, C, Dyre, L et al.. The myth of ivory tower versus practice-oriented research: A systematic review of randomised studies in medical education. Med Educ. 2020; :. doi: 10.1111/medu.14373. PubMed PMID:32935373 .
  5. Aagesen, AH, Jensen, RD, Cheung, JJH, Christensen, JB, Konge, L, Brydges, R et al.. The Benefits of Tying Yourself in Knots: Unraveling the Learning Mechanisms of Guided Discovery Learning in an Open Surgical Skills Course. Acad Med. 2020;95 (11S Association of American Medical Colleges Learn Serve Lead: Proceedings of the 59th Annual Research in Medical Education Presentations):S37-S43. doi: 10.1097/ACM.0000000000003646. PubMed PMID:32769466 .
  6. Selim, O, Dueck, A, Walsh, CM, Brydges, R, Okrainec, A. Development of the Diabetic Wound Assessment Learning Tool (DiWALT) and validity evidence. J Vasc Surg. 2020; :. doi: 10.1016/j.jvs.2020.07.066. PubMed PMID:32707382 .
  7. Brydges, R, Tran, J, Goffi, A, Lee, C, Miller, D, Mylopoulos, M et al.. Resident learning trajectories in the workplace: A self-regulated learning analysis. Med Educ. 2020;54 (12):1120-1128. doi: 10.1111/medu.14288. PubMed PMID:32614455 .
  8. Brydges, R, Campbell, DM, Beavers, L, Khodadoust, N, Iantomasi, P, Sampson, K et al.. Lessons learned in preparing for and responding to the early stages of the COVID-19 pandemic: one simulation's program experience adapting to the new normal. Adv Simul (Lond). 2020;5 :8. doi: 10.1186/s41077-020-00128-y. PubMed PMID:32514385 PubMed Central PMC7267752.
  9. Petrosoniak, A, Hicks, C, Barratt, L, Gascon, D, Kokoski, C, Campbell, D et al.. Design Thinking-Informed Simulation: An Innovative Framework to Test, Evaluate, and Modify New Clinical Infrastructure. Simul Healthc. 2020;15 (3):205-213. doi: 10.1097/SIH.0000000000000408. PubMed PMID:32039946 .
  10. Hammond Mobilio, M, Brydges, R, Patel, P, Glatt, D, Moulton, CE. Struggles with autonomy: Exploring the dual identities of surgeons and learners in the operating room. Am J Surg. 2020;219 (2):233-239. doi: 10.1016/j.amjsurg.2019.12.010. PubMed PMID:31870534 .
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Affiliations & Other Activities

  • Professorship, Technology-Enabled Education, St. Michael’s Hospital
  • Assistant Professor, Faculty of Medicine, University of Toronto
  • Assistant Professor,  Institute of Health Policy, Management, and Evaluation, University of Toronto
  • Assistant Professor, Institute of Medical Science, University of Toronto
  • Scientist, The Wilson Centre