Ryan Brydges

Motivation Theories and Constructs in Experimental Studies of Online Instruction: Systematic Review and Directed Content Analysis

Gavarkovs A, Miller E, Coleman J, Gunasegaran T, Kusurkar RA, Kulasegaram K, Anderson M, Brydges R. Motivation Theories and Constructs in Experimental Studies of Online Instruction: Systematic Review and Directed Content Analysis. JMIR Medical Education. 2025 Apr 11;11(1):e64179.

Posted in Technology Enabled Learning | Tagged with

Going beyond the comparison: toward experimental instructional design research with impact

Gavarkovs AG, Kusurkar RA, Kulasegaram K, Brydges R. Going beyond the comparison: toward experimental instructional design research with impact. Advances in Health Sciences Education. 2025 Apr;30(2):557-70.

Posted in Reflections on Scholarship | Tagged with

(Mis)Alignment in resident and advisor co-regulated learning in competency-based training

Day LB, Butler D, Kuper A, Shah R, Stroud L, Ginsburg S, Tavares W, Brydges R. (Mis) Alignment in resident and advisor co‐regulated learning in competency‐based training. Medical Education. 2025 May;59(5):519-530.

Posted in Learner Perspectives on Health Professions Education | Tagged with , , ,

Dual purposes by design: exploring alignment between residents’ and academic advisors’ documents in a longitudinal program

Ginsburg S, Stroud L, Brydges R, Melvin L, Hatala R. Dual purposes by design: exploring alignment between residents’ and academic advisors’ documents in a longitudinal program. Advances in Health Sciences Education. 2024 Mar 5:1-7.

Posted in Learner Perspectives on Health Professions Education | Tagged with , ,

Assigning Medical Students Learning Goals: Do They Do It, and What Happens When They Don’t?

Manzone J, Regehr G, Garbedian S, Brydges R. Assigning Medical Students Learning Goals: Do They Do It, and What Happens When They Don’t? Teaching and Learning in Medicine. 2019 Oct 20;31(5):528-535.

Posted in Learner Perspectives on Health Professions Education | Tagged with ,

Core competencies or a competent core? a scoping review and realist synthesis of invasive bedside procedural skills training in internal medicine

Brydges R, Stroud L, Wong BM, Holmboe ES, Imrie K, Hatala R. Core competencies or a competent core? A scoping review and realist synthesis of invasive bedside procedural skills training in internal medicine. Academic Medicine. 2017 Nov 1;92(11):1632-1643.

Posted in Workplace Based Learning | Tagged with ,

Constructing a validity argument for the Objective Structured Assessment of Technical Skills (OSATS): A systematic review of validity evidence

Hatala R, Cook DA, Brydges R, Hawkins R. Constructing a validity argument for the Objective Structured Assessment of Technical Skills (OSATS): a systematic review of validity evidence. Advances in health sciences education. 2015 Dec;20(5):1149-1175.

Posted in Assessment, Ex-vivo Clinical Assessment | Tagged with ,

A contemporary approach to validity arguments: a practical guide to Kane’s framework

Cook DA, Brydges R, Ginsburg S, Hatala R. A contemporary approach to validity arguments: a practical guide to K ane’s framework. Medical education. 2015 Jun;49(6):560-575.

Posted in Assessment | Tagged with ,

Self-regulated learning in simulation-based training: a systematic review and meta-analysis

Brydges R, Manzone J, Shanks D, Hatala R, Hamstra SJ, Zendejas B, Cook DA. Self‐regulated learning in simulation‐based training: a systematic review and meta‐analysis. Medical education. 2015 Apr;49(4):368-378.

Posted in Self (SRL, Self-Assessment, Reflection), Simulation | Tagged with , ,

Linking simulation-based educational assessments and patient-related outcomes: a systematic review and meta-analysis

Brydges R, Hatala R, Zendejas B, Erwin PJ, Cook DA. Linking simulation-based educational assessments and patient-related outcomes: a systematic review and meta-analysis. Academic Medicine. 2015 Feb 1;90(2):246-256.

Posted in Assessment, Ex-vivo Clinical Assessment, Simulation | Tagged with ,