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D-Index & Metrics

Social Sciences and Humanities

D-Index
41
Citations
11987
World Ranking
4903
National Ranking
294

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
Glenn Regehr
Glenn Regehr University of British Columbia
Charlotte Ringsted
Charlotte Ringsted Aarhus University
Sharon E. Straus
Sharon E. Straus University of Toronto
David L. Kaplan
David L. Kaplan Tufts University

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