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null Jason Harley, PhD

Scientist, RI-MUHC , Montreal General Hospital

Injury Repair Recovery Program

Centre for Outcomes Research and Evaluation

Assistant Professor, Department of Surgery, Faculty of Medicine and Health Sciences, McGill University

 

Keywords


Surgical education • simulations • emotion regulation • coping • burnout • medical technology • team training • health literacy • media literacy

Research Focus


My research aims to enhance surgical and medical education and support health care workers by reducing adverse events and inefficiencies, especially those associated with the incidence of undesirable and unregulated emotions and burnout. In my lab, we apply psychological and educational theories using interdisciplinary research methods and leverage advanced technologies, including augmented reality (AR), virtual reality (VR) and artificial intelligence (AI), to accomplish these aims. My interdisciplinary research program draws on mixed methods (quantitative and qualitative) that include both objective (e.g., skin conductance, facial recognition software, eyetracking) and subjective (self-report instruments, semi-structured interviews) measures of emotion and cognition that help us assess a variety of surgical and medical competencies.

Currently, I am investigating coping strategies that health care workers are using to deal with stress during the pandemic, assessing their effectiveness, and using that information to recommend new measures to protect the mental health of health care professionals. My SAILS Lab and I are also developing and testing public education tools to enhance COVID-19 health and media literacy with a special focus on the role of emotion regulation in promoting public understanding and adaptive health behaviours.

Selected Publications


  • Harley, J.M, Montreuil, T. C., Lou, N. M.+, Feldman, L.S., Fried, G.M., Lavoie-Tremblay, M., Bhanji, F., Kennedy, H. (2022/ online first). Rethinking how health care professionals cope with stress: A process model for COVID-19 and beyond. Health Care Management Review. DOI: 10.1097/HMR.0000000000000345.

  • Bilgic, E., Gorgy, A., Yang, A., Cwintal, M., Ranjbar, H., Kahla, K., Reddy, D., Li, K., Ozturk, H., Zimmermann, E., Quaiattini, A., Abbasgholizadeh-Rahimi, S., Poenaru, D., & Harley, J.M. (in press / online first 2021). Exploring the Roles of Artificial Intelligence in Surgical Education: A Scoping Review. The American Journal of Surgery. DOI:10.1016/j.amjsurg.2021.11.023.

  • Fazlollahi AM+, Bakhaidar M, Alsayegh A, Yilmaz R, Winkler-Schwartz A, Mirchi N, Langleben I, Ledwos N., Sabbagh, A., Bajunaid, A., Harley JM, & Del Maestro RF. (2022) Artificial Intelligence Tutoring Compared with Expert Instruction in Surgical Simulation Training: A Randomized Control Trial. JAMA Network Open, 5(2), e2149008-e2149008.

  • Harley, J.M., Pekrun, R., Taxer, J.L., & Gross, J.J. (2019). Emotion regulation in achievement situations: An integrated model. Educational Psychologist, 54(2), 106-126. DOI: 10.1080/00461520.2019.1587297.

  • Harley, J.M., Jarrell, A., & Lajoie, S.P. (2019). Emotion regulation tendencies, achievement emotions, and physiological arousal in a medical diagnostic reasoning simulation. Instructional Science, 47(2), 151-180. DOI: 10.1007/s11251-018-09480-z.