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null Jason Harley, PhD

Scientist, RI-MUHC, Montreal General Hospital site

Surgical and Interventional Sciences Program

Centre for Outcomes Research and Evaluation

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

 

Keywords

simulation • surgical education • health professions education • psychology • educational technology • emotion • coping • burnout • well-being • harassment • virtual reality • artificial intelligence

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, burnout and harassment/mistreatment. In my lab, we apply psychological and educational theories using interdisciplinary research methods and leverage advanced technologies, including virtual reality (VR), surgical robotics, haptic feedback 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, eye tracking) and subjective (self-report instruments, semi-structured interviews) measures of emotion and cognition that help us assess a variety of surgical and medical competencies. My research advances knowledge of emotional and cognitive processes and their individual and team-based regulation, especially in healthcare simulation, technology-rich learning environments and most recently the International Space Station.

Selected Publications

Click on Pubmed to see my current publications list

  • Azher, S., Nader, A-N., Grewal, K., Zini, L., & Harley, J.M. (in press). Haptic feedback’s role in dental implantology virtual simulations: A multi-cohort analysis. Simulation in Healthcare. DOI: 10.1097/SIH.0000000000000924.

  • Johnson, M., Ahn, B.T., Grewal, K., Matin, N., Pelletier, J-S., Feldman, L.S., Fried, G.M., & Harley, J.M. Get Over It: Surgical Residents’ Responses to Simulated Harassment. A Multi-Method Study (2025). Journal of Surgical Education, 82(3), 1-10. DOI.10.1016/j.jsurg.2024.103397.

  • Moreno, M., Grewal, K., Cutumisu, M., & Harley, J.M. (2025). Employing Machine Learning to Predict Medical Trainees’ Psychophysiological Responses, Self- and Socially-Shared Regulated Learning Strategies While Completing Medical Simulations. Educational Psychology Review, 37 (70), 1-29. DOI: 10.1007/s10648-025-10044-0.

  • Grewal, K., Azher, S., Moreno, M.,, Pekrun, R., Wiseman, J., Flake, J., Fried, G.M., Lajoie, S., Sun, N.Z., Khalil, E., & Harley, J.M. (2026). Medical trainees' emotions and their effects on perceptions of performance and team mood in team‐based simulations. British Journal of Educational Psychology, 96, 306-336. DOI:10.1111/bjep.70017.

  • Harley, J.M., & Pekrun, R. (2024). Managing Emotions in Education: The Emotion Regulation in Achievement Situations Model. In J.J. Gross, & B. Ford (Eds). Handbook of Emotion Regulation (3rd Edition) (pp. 536-544). Guilford Press (Taylor & Francis Group), New York, NY.