Ryan Brydges

A reflective analysis of medical education research on self-regulation in learning and practice

Brydges R, Butler D. A reflective analysis of medical education research on self‐regulation in learning and practice. Medical education. 2012 Jan;46(1):71-79.

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Technology-enhanced simulation for health professions education: a systematic review and meta-analysis

Cook DA, Hatala R, Brydges R, Zendejas B, Szostek JH, Wang AT, Erwin PJ, Hamstra SJ. Technology-enhanced simulation for health professions education: a systematic review and meta-analysis. Jama. 2011 Sep 7;306(9):978-988.

Posted in Simulation, Technology Enabled Learning | Tagged with ,

What are we missing? On our problems of definition in health professions education

Brydges R. What are we missing? On our problems of definition in health professions education. Medical education. 2010 Nov;44(11):1052-1053.

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A new concept of unsupervised learning: directed self-guided learning in the health professions

Brydges R, Dubrowski A, Regehr G. A new concept of unsupervised learning: directed self-guided learning in the health professions. Academic Medicine. 2010 Oct 1;85(10):S49-55.

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Comparing self-guided learning and educator-guided learning formats for simulation-based clinical training

Brydges R, Carnahan H, Rose D, Dubrowski A. Comparing self‐guided learning and educator‐guided learning formats for simulation‐based clinical training. Journal of Advanced Nursing. 2010 Aug;66(8):1832-1844.

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

Coordinating progressive levels of simulation fidelity to maximize educational benefit

Brydges R, Carnahan H, Rose D, Rose L, Dubrowski A. Coordinating progressive levels of simulation fidelity to maximize educational benefit. Academic Medicine. 2010 May 1;85(5):806-812.

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