Ryan Brydges

Feedback for simulation-based procedural skills training: a meta-analysis and critical narrative synthesis

Hatala R, Cook DA, Zendejas B, Hamstra SJ, Brydges R. Feedback for simulation-based procedural skills training: a meta-analysis and critical narrative synthesis. Advances in Health Sciences Education. 2014 May;19(2):251-272.

Posted in Feedback, Simulation | Tagged with ,

What counts as validity evidence? Examples and prevalence in a systematic review of simulation-based assessment

Cook DA, Zendejas B, Hamstra SJ, Hatala R, Brydges R. What counts as validity evidence? Examples and prevalence in a systematic review of simulation-based assessment. Advances in Health Sciences Education. 2014 May;19(2):233-250.

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

Are two heads better than one? Comparing dyad and self-regulated learning in simulation training

Shanks D, Brydges R, den Brok W, Nair P, Hatala R. Are two heads better than one? Comparing dyad and self‐regulated learning in simulation training. Medical education. 2013 Dec;47(12):1215-1222.

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

Learning in the health professions: What does self-regulation have to do with it?

Butler DL, Brydges R. Learning in the health professions: what does self‐regulation have to do with it? Medical education. 2013 Oct 13;11(47):1057-1059.

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

Comparative effectiveness of instructional design features in simulation-based education: systematic review and meta-analysis

Cook DA, Hamstra SJ, Brydges R, Zendejas B, Szostek JH, Wang AT, Erwin PJ, Hatala R. Comparative effectiveness of instructional design features in simulation-based education: systematic review and meta-analysis. Medical teacher. 2013 Jan 1;35(1):e867-898.

Posted in Simulation | Tagged with ,

Mastery learning for health professionals using technology-enhanced simulation: a systematic review and meta-analysis

Cook DA, Brydges R, Zendejas B, Hamstra SJ, Hatala R. Mastery learning for health professionals using technology-enhanced simulation: a systematic review and meta-analysis. Academic medicine. 2013 Aug 1;88(8):1178-1186.

Posted in Simulation | Tagged with ,

Technology-enhanced simulation to assess health professionals: a systematic review of validity evidence, research methods, and reporting quality

Cook DA, Brydges R, Zendejas B, Hamstra SJ, Hatala R. Technology-enhanced simulation to assess health professionals: a systematic review of validity evidence, research methods, and reporting quality. Academic Medicine. 2013 Jun 1;88(6):872-883.

Posted in Simulation, Technology Enabled Learning | Tagged with ,

Divergence in student and educator conceptual structures during auscultation training

Brydges R, Peets A, Issenberg SB, Regehr G. Divergence in student and educator conceptual structures during auscultation training. Medical education. 2013 Feb;47(2):198-209.

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

Comparative effectiveness of technology-enhanced simulation versus other instructional methods: a systematic review and meta-analysis

Cook DA, Brydges R, Hamstra SJ, Zendejas B, Szostek JH, Wang AT, Erwin PJ, Hatala R. Comparative effectiveness of technology-enhanced simulation versus other instructional methods: a systematic review and meta-analysis. Simulation in Healthcare. 2012 Oct 1;7(5):308-320.

Posted in Simulation, Technology Enabled Learning | Tagged with ,

Directed self-regulated learning versus instructor-regulated learning in simulation training

Brydges R, Nair P, Ma I, Shanks D, Hatala R. Directed self‐regulated learning versus instructor‐regulated learning in simulation training. Medical education. 2012 Jul;46(7):648-656.

Posted in Learner Perspectives on Health Professions Education, Self (SRL, Self-Assessment, Reflection), Simulation | Tagged with , ,