Dr. Ryan Brydges
Dr. Brydges conducts research in three related domains: (i) clarifying how healthcare trainees and professionals manage their life-long learning (through ‘self-regulated 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, and (iii) identifying best practices in the training and assessment of 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 to support trainees to self-regulate their learning (e.g., through setting and adapting their goals), how trainees learn to self-monitor effectively (i.e., think about their own thinking), how validity evidence is collected and organized when assessing 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 transfer into healthcare professional’s behaviours. His work with procedural skills training in the simulation-based and workplace-based settings will serve as a proof of concept for developing novel models of ‘competency-based education’ in both academic and community hospital settings. That research arm has implications for patient care, 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).
Dr. Brydges trained as a Kinesiologist at the University of Waterloo. He then obtained his MSc and PhD from the Institute of Medical Science, University of Toronto. He completed an NSERC postdoctoral fellowship with Dr. Glenn Regehr at the University of British Columbia.