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D-Index & Metrics

Social Sciences and Humanities

D-Index
41
Citations
11987
World Ranking
4902
National Ranking
294

Ryan Brydges publication distribution in Social Sciences and Humanities in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Social Sciences and Humanities in 2026. The highlighted bar marks where Ryan Brydges sits on this spectrum.

44–53 publications: 28 scientists 54–63 publications: 61 scientists 64–73 publications: 161 scientists 74–83 publications: 225 scientists 84–93 publications: 301 scientists 94–103 publications: 390 scientists 104–113 publications: 406 scientists 114–123 publications: 474 scientists 124–133 publications: 453 scientists 134–143 publications: 434 scientists 144–153 publications: 407 scientists 154–163 publications: 411 scientists 164–173 publications: 391 scientists 174–183 publications: 313 scientists 184–193 publications: 319 scientists 194–203 publications: 304 scientists 204–213 publications: 285 scientists 214–223 publications: 246 scientists 224–233 publications: 213 scientists 234–243 publications: 170 scientists 244–253 publications: 167 scientists 254–263 publications: 162 scientists 264–273 publications: 138 scientists 274–283 publications: 138 scientists 284–293 publications: 113 scientists 294–303 publications: 106 scientists 304–313 publications: 95 scientists 314–323 publications: 101 scientists 324–333 publications: 81 scientists 334–343 publications: 69 scientists 344–353 publications: 56 scientists 354–363 publications: 36 scientists 364–373 publications: 42 scientists 374–383 publications: 41 scientists 384–393 publications: 44 scientists 394–403 publications: 27 scientists 404–413 publications: 30 scientists 414–423 publications: 20 scientists 424–433 publications: 29 scientists 434–443 publications: 29 scientists 444–453 publications: 25 scientists 454–463 publications: 19 scientists 464–473 publications: 21 scientists 474–483 publications: 11 scientists 484–493 publications: 17 scientists 494–503 publications: 7 scientists 504–513 publications: 6 scientists 514–523 publications: 12 scientists 524–533 publications: 10 scientists 534–543 publications: 7 scientists 544–553 publications: 6 scientists 554–563 publications: 12 scientists 564–569 publications: 8 scientists 570+ publications: 100 scientists
44 publications 570+

This scientist: 129 publications — 30th percentile

30% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 570 publications or more.

Ryan Brydges D-index placement in Social Sciences and Humanities in 2026

The chart shows the D-index (discipline H-index) distribution of Social Sciences and Humanities scientists ranked by Research.com in 2026. The highlighted bar marks where Ryan Brydges sits on this spectrum.

30 D-Index: 177 scientists 31 D-Index: 210 scientists 32 D-Index: 222 scientists 33 D-Index: 188 scientists 34 D-Index: 181 scientists 35 D-Index: 243 scientists 36 D-Index: 261 scientists 37 D-Index: 272 scientists 38 D-Index: 278 scientists 39 D-Index: 300 scientists 40 D-Index: 297 scientists 41 D-Index: 308 scientists 42 D-Index: 313 scientists 43 D-Index: 300 scientists 44 D-Index: 269 scientists 45 D-Index: 260 scientists 46 D-Index: 228 scientists 47 D-Index: 251 scientists 48 D-Index: 203 scientists 49 D-Index: 186 scientists 50 D-Index: 187 scientists 51 D-Index: 166 scientists 52 D-Index: 138 scientists 53 D-Index: 141 scientists 54 D-Index: 131 scientists 55 D-Index: 137 scientists 56 D-Index: 109 scientists 57 D-Index: 129 scientists 58 D-Index: 95 scientists 59 D-Index: 105 scientists 60 D-Index: 106 scientists 61 D-Index: 86 scientists 62 D-Index: 94 scientists 63 D-Index: 77 scientists 64 D-Index: 79 scientists 65 D-Index: 59 scientists 66 D-Index: 68 scientists 67 D-Index: 51 scientists 68 D-Index: 49 scientists 69 D-Index: 40 scientists 70 D-Index: 43 scientists 71 D-Index: 40 scientists 72 D-Index: 50 scientists 73 D-Index: 46 scientists 74 D-Index: 43 scientists 75 D-Index: 45 scientists 76 D-Index: 45 scientists 77 D-Index: 30 scientists 78 D-Index: 25 scientists 79 D-Index: 31 scientists 80 D-Index: 29 scientists 81 D-Index: 18 scientists 82 D-Index: 21 scientists 83 D-Index: 26 scientists 84 D-Index: 15 scientists 85 D-Index: 15 scientists 86 D-Index: 19 scientists 87 D-Index: 19 scientists 88 D-Index: 12 scientists 89 D-Index: 7 scientists 90 D-Index: 19 scientists 91 D-Index: 20 scientists 92 D-Index: 13 scientists 93 D-Index: 9 scientists 94 D-Index: 13 scientists 95 D-Index: 8 scientists 96 D-Index: 7 scientists 97 D-Index: 6 scientists 98 D-Index: 6 scientists 99 D-Index: 6 scientists 100+ D-Index: 97 scientists
30 D-Index 100+

This scientist: 41 D-Index — 38th percentile

38% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 100 D-Index or more.

Overview

Ryan Brydges is a researcher affiliated with the University of Toronto in Canada. Their research output spans the field of Medicine, with a significant number of publications focusing on Public Health, Environmental and Occupational Health, General Health Professions, Education, Physiology, and Developmental and Educational Psychology as subfields.

Their work addresses several main topics, including:

  • Innovations in Medical Education
  • Simulation-Based Education in Healthcare
  • Clinical Reasoning and Diagnostic Skills
  • Interprofessional Education and Collaboration
  • Innovative Teaching and Learning Methods
  • Reflective Practices in Education
  • Radiology practices and education

Recent publications by Ryan Brydges demonstrate a focus on medical education and simulation approaches. Notable papers include:

  • Lessons learned in preparing for and responding to the early stages of the COVID-19 pandemic: one simulation's program experience adapting to the new normal, 2020, Advances in Simulation
  • Assumptions About Competency-Based Medical Education and the State of the Underlying Evidence: A Critical Narrative Review, 2020, Academic Medicine
  • Resident learning trajectories in the workplace: A self-regulated learning analysis, 2020, Medical Education

Frequent coauthors collaborating with Brydges include:

  • Catharine M. Walsh
  • Kulamakan Kulasegaram
  • Adam Gavarkovs
  • Shiphra Ginsburg
  • Stella Ng

The primary venues where Brydges publishes research include:

  • Advances in Health Sciences Education
  • Medical Education
  • Advances in Simulation
  • Simulation in Healthcare The Journal of the Society for Simulation in Healthcare
  • Academic Medicine

Best Publications

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

    David A. Cook;Rose Hatala;Ryan Brydges;Benjamin Zendejas

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

    David A. Cook;Stanley J. Hamstra;Ryan Brydges;Benjamin Zendejas

  • Reconsidering fidelity in simulation-based training.

    Stanley J. Hamstra;Ryan Brydges;Rose Hatala;Benjamin Zendejas

  • A contemporary approach to validity arguments: a practical guide to Kane's framework.

    David Allan Cook;Ryan Brydges;Ryan Brydges;Shiphra Ginsburg;Shiphra Ginsburg;Rose Hatala

  • Cost: the missing outcome in simulation-based medical education research: a systematic review.

    Benjamin Zendejas;Amy T. Wang;Ryan Brydges;Stanley J. Hamstra

  • Patient Outcomes in Simulation-Based Medical Education: A Systematic Review

    Benjamin Zendejas;Ryan Brydges;Amy T. Wang;David A. Cook

  • State of the evidence on simulation-based training for laparoscopic surgery: a systematic review.

    Benjamin Zendejas;Ryan Brydges;Ryan Brydges;Stanley J. Hamstra;David A. Cook

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

    David A. Cook;Ryan Brydges;Stanley J. Hamstra;Benjamin Zendejas

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

    David A. Cook;Ryan Brydges;Benjamin Zendejas;Stanley J. Hamstra

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

    David A. Cook;Benjamin Zendejas;Stanley J. Hamstra;Rose Hatala

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

    David A. Cook;Ryan Brydges;Benjamin Zendejas;Stanley J. Hamstra

  • Simulation-based training in anaesthesiology: a systematic review and meta-analysis

    G.R. Lorello;G.R. Lorello;D.A. Cook;R.L. Johnson;R. Brydges;R. Brydges

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

    Ryan Brydges;Deborah Butler

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

    Ryan Brydges;Rose Hatala;Benjamin Zendejas;Patricia J. Erwin

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

    Rose Hatala;Rose Hatala;David A. Cook;Benjamin Zendejas;Stanley J. Hamstra

  • Coordinating progressive levels of simulation fidelity to maximize educational benefit.

    Ryan Brydges;Heather Carnahan;Don Rose;Louise Rose

  • Laboratory-based vascular anastomosis training: a randomized controlled trial evaluating the effects of bench model fidelity and level of training on skill acquisition.

    Ravi S. Sidhu;Jason Park;Ryan Brydges;Helen M. MacRae

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

    Rose Hatala;David Allan Cook;Ryan Brydges;Richard Hawkins

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

    Ryan Brydges;Adam Dubrowski;Glenn Regehr

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

    Ryan Brydges;Julian Manzone;David Shanks;Rose Hatala

  • Directed self‐regulated learning versus instructor‐regulated learning in simulation training

    Ryan Brydges;Parvathy Nair;Irene Ma;David Shanks

  • How effective is self‐guided learning of clinical technical skills? It’s all about process

    Ryan Brydges;Heather Carnahan;Oleg Safir;Adam Dubrowski

Frequent Co-Authors

Adam Dubrowski
Adam Dubrowski University of Ontario Institute of Technology
David A. Cook
David A. Cook Mayo Clinic
Rose Hatala
Rose Hatala University of British Columbia
Stanley J. Hamstra
Stanley J. Hamstra Accreditation Council for Graduate Medical Education
Shiphra Ginsburg
Shiphra Ginsburg University of Toronto
Ayelet Kuper
Ayelet Kuper University of Toronto
Charlotte Ringsted
Charlotte Ringsted Aarhus University
Glenn Regehr
Glenn Regehr University of British Columbia
David L. Kaplan
David L. Kaplan Tufts University

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