Ryan Brydges


Scientist, Li Ka Shing Knowledge Institute


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. 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; :. doi: 10.1097/ACM.0000000000003646. PubMed PMID:32769466 .
  2. 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 .
  3. 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; :. doi: 10.1111/medu.14288. PubMed PMID:32614455 .
  4. 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.
  5. 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 .
  6. 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 .
  7. Ng, SL, Kangasjarvi, E, Lorello, GR, Nemoy, L, Brydges, R. 'There shouldn't be anything wrong with not knowing': epistemologies in simulation. Med Educ. 2019;53 (10):1049-1059. doi: 10.1111/medu.13928. PubMed PMID:31418455 .
  8. Hodwitz, K, Kuper, A, Brydges, R. Realizing One's Own Subjectivity: Assessors' Perceptions of the Influence of Training on Their Conduct of Workplace-Based Assessments. Acad Med. 2019;94 (12):1970-1979. doi: 10.1097/ACM.0000000000002943. PubMed PMID:31397710 .
  9. Manzone, J, Regehr, G, Garbedian, S, Brydges, R. Assigning Medical Students Learning Goals: Do They Do It, and What Happens When They Don't?. Teach Learn Med. ;31 (5):528-535. doi: 10.1080/10401334.2019.1600520. PubMed PMID:30990131 .
  10. Cheung, JJH, Kulasegaram, KM, Woods, NN, Brydges, R. Why Content and Cognition Matter: Integrating Conceptual Knowledge to Support Simulation-Based Procedural Skills Transfer. J Gen Intern Med. 2019;34 (6):969-977. doi: 10.1007/s11606-019-04959-y. PubMed PMID:30937667 PubMed Central PMC6544739.
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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