R
Ryan Brydges
Researcher at University of Toronto
Publications - 115
Citations - 7842
Ryan Brydges is an academic researcher from University of Toronto. The author has contributed to research in topics: Medicine & Self-regulated learning. The author has an hindex of 33, co-authored 100 publications receiving 6547 citations. Previous affiliations of Ryan Brydges include Mayo Clinic & University of British Columbia.
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Application of motor learning principles to complex surgical tasks: searching for the optimal practice schedule.
TL;DR: The results of this study demonstrate the importance of critically appraising basic theories in applied environments and recommend that surgical tasks composed of several discrete skills be practiced as a whole.
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Comparing self-guided learning and educator-guided learning formats for simulation-based clinical training
TL;DR: Progressive training and proficiency-based training resulted in equivalent transfer test performance, suggesting that progressive students effectively self-guided when to transition between simulators.
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Comparing the Cost-Effectiveness of Simulation Modalities: A Case Study of Peripheral Intravenous Catheterization Training.
Wanrudee Isaranuwatchai,Ryan Brydges,Ryan Brydges,Heather Carnahan,Heather Carnahan,Heather Carnahan,David Backstein,David Backstein,Adam Dubrowski,Adam Dubrowski,Adam Dubrowski +10 more
TL;DR: How a cost-effectiveness analysis may be applied to simulation training is introduced; a method that medical educators may use to investment decisions (e.g., purchasing cost-effective and educationally sound simulators).
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Competency‐based medical education: the discourse of infallibility
Victoria A. Boyd,Cynthia Whitehead,Cynthia Whitehead,Patricia Thille,Shiphra Ginsburg,Shiphra Ginsburg,Ryan Brydges,Ayelet Kuper,Ayelet Kuper +8 more
TL;DR: This work deconstructs unarticulated discourses and assumptions embedded in the CBME literature to explore how the nature of this debate may shape scholars' understanding of CBME, and its implications for medical education research and practice.
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Informal self-regulated learning on a surgical rotation: uncovering student experiences in context
TL;DR: The study aimed to examine undergraduate medical students’ day-to-day learning strategies in order to better understand the process of informal self-regulated learning in practice and to provide a forum for students to share and critically reflect on their own self- regulated learning strategies.