Jason Matthew Harley
- Associate Professor of Surgery, Faculty of Medicine, McGill University;
- Scientist, Research Institute of the McGill University Health Centre (RI-MUHC);
- Director of Research, Steinberg Centre for Simulation and Interactive Learning;
- Associate Member, Institute for Health Sciences Education, McGill University;
- Director of the Simulation, Affect, Innovation, Learning, and Surgery (SAILS) Lab;
- Associate Member, Department of Educational & Counselling Psychology, Faculty of Education, McGill University;
- Adjunct Professor, Department of Educational Psychology, Faculty of Education, University of Alberta
B.A., M.A., Ph.D.
- 2018 Outstanding Early Career Researcher Award (Recipient), Technology, Instruction, Cognition, and Learning (TICL) SIG of the American Educational Research Association (AERA)
- 2017 Outstanding International Research Collaboration Award (Co-Recipient) Technology, Instruction, Cognition, and Learning (TICL) SIG of the American Educational Research Association (AERA)
- 2014 Post-doctoral Research Fellowship awarded by the Fonds de recherche du Québec–Société et culture (FRQSC)
- 2013 Joseph-Armand Bombardier Canadian Graduate Scholarship (CGS) Awarded by the Social Science and Humanities Research Council (SSHRC)
- 2012 Doctoral Research Fellowship awarded by the Fonds de recherche du Québec – Société et culture (FRQSC)
Currently, they are directing the following research projects in their SAILS Lab, many funded by the Social Sciences and Humanities Research Council of Canada (SSHRC):
- Advancing scientific understanding and best practice concerning the individual and collaborative regulation of emotions and cognitive processes in team-based health professions simulation training.
- Implementing and evaluating virtual simulation technology within medical and nursing students’ training at McGill.
- Developing and evaluating educational multimedia to provide students with information about harassment, tips for how to deal with it, and practice implementing harassment combatting strategies during a standardized simulation.
- 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 behaviour.
Prof. Harley’s research aims to enhance surgical and health professions 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. We apply psychological and educational theories using interdisciplinary research methods and leverage a wide range of technologies, including virtual reality (VR) and artificial intelligence (AI), to support the development of health professions competencies with novel technology-enhanced educational interventions and simulations. Our interdisciplinary research 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.
Prof. Harley completed their FRQSC and SSHRC CGS-funded Ph.D. in Educational Psychology at McGill University in 2014. They held a postdoctoral fellow position in the Department of Computer Science at the University of Montreal (FRQSC postdoc award) from 2014-2015. Before returning to McGill, Prof. Harley was a tenure-track assistant professor in the Department of Educational Psychology at the University of Alberta and Director of the Computer-Human Interaction: Technology, Education, and Affect (CHI-TEA) Laboratory (2016-2019). In 2018, they won the Outstanding Early Career Researcher Award sponsored by the Technology, Instruction, Cognition, and Learning (TICL) SIG of the American Educational Research Association (AERA). As a faculty member and principle investigator, their research has been supported by multiple grants from the Social Sciences and Humanities Research Council of Canada (SSHRC), the Killam Research Foundation, and MITACS. Prof. Harley serves on the editorial boards of the journals, Learning & Instruction (IF = 5.15) Educational Technology Research and Development (IF = 3.57), as well as on program committees for Artificial Intelligence in Education and Intelligent Tutoring Systems. Their research and teaching have led to appearances in The Guardian, CBC News, The Globe & Mail, Global News, CTV News, Radio-Canada: Le Téléjournal, The Montreal Gazette, The Toronto and Edmonton Star, The Edmonton Journal, and other broadcast and print media.
Selected publications below. + = supervisee. See Google Scholar.
Harley, J.M, Montreuil, T. C., Lou, N. M.+, Feldman, L.S., Fried, G.M., Lavoie-Tremblay, M., Bhanji, F., Kennedy, H. (in press). Rethinking how health care professionals cope with stress: A process model for COVID-19 and beyond. Health Care Management Review.
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.
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
Bilgic, E.+, Gorgy, A.+, Young, M., Abbasgholizadeh-Rahimi, S., & Harley, J. M. (in press / online first 2021). Artificial Intelligence in Surgical Education: Considerations for Interdisciplinary Collaborations. Surgical Innovation. DOI: 10.1177/15533506211059269
Lou, N. M.+, Montreuil, T. C., Feldman, L., Fried, G., Lavoie-Tremblay, M., Bhanji, F., Kennedy, H., Kaneva, P., & Harley, J.M. (2022). Nurses’ and physicians’ distress, burnout, and coping strategies during COVID-19: Stress and impact on perceived performance and intentions to quit. Journal of Continuing Education in the Health Professions, 42(1), e44-e52. DOI: 10.1097/CEH.0000000000000365
Lou, N. M.+, Montreuil, T. C., Feldman, L., Fried, G., Lavoie-Tremblay, M., Bhanji, F., Kennedy, H., Kaneva, P., Drouin, S., & Harley, J.M. (2021). Evaluations of healthcare providers’ perceived support from personal, hospital, and system resources: Implications for well-being and management in healthcare in Montreal, Quebec during COVID-19. Evaluation & the Health Professions. 44(3):319-322. DOI:10.1177/01632787211012742
Moran, H.R.M.+, Maurice-Ventouris, M.+, Alharbi, M.+, Ahn, T.B.+, Harley, J.M., & Lachapelle, K.J. (in press / 2021 online first). Pan-Canadian initiative on fundamental competencies for transcatheter cardiac surgery: A modified Delphi consensus study. The Journal of Thoracic and Cardiovascular Surgery. 1-14. DOI: 10.1016/j.jtcvs.2021.07.048
Harley, J.M., Lou, N.M+., Liu, Y+., Cutumisu, M., Daniels, M., Leighton, J. P., & Nadon, L. (2021). University students’ negative emotions in a computer-based exam: The roles of trait test-emotion, prior test-taking methods, and gender. Assessment and Evaluation in Higher Education. 46(6), 956-972,. DOI: 10.1080/02602938.2020.1836123
Maurice-Ventouris, M.+, Moran, H.R.M.+, Alharbi, M.+, Ahn, B.T.+, Harley, J.M., & Lachapelle, K.J. (2021). The Study of Visuospatial Abilities in Trainees: A Scoping Review and Proposed Model. Surgery Open Science, 5, 25-33. DOI: 10.1016/j.sopen.2021.05.001
Liu, Y.+, Hankey, J. Lou, N, M.+, Chokka, P., & Harley, J. M. (2021). Usability and emotions of mental health assessment tools: Comparing mobile app and paper-and-pencil modalities. Journal of Technology in Human Services, 39(2), 193-211. 10.1080/15228835.2021.1902457
Moran, H.R.M.+, Maurice-Ventouris, M.+, Alharbi, M.+, Harley, J.M., & Lachapelle, K.J. (in press / 2020 online first). A scoping review on the performance of transcatheter cardiac surgery. The Journal of Thoracic and Cardiovascular Surgery. 1-14. DOI: 10.1016/j.jtcvs.2020.11.096
Harley, J.M., Lajoie, S.P., Tressel, T., & Jarrell, A. (2020). Fostering positive emotions and history learning with location-based augmented reality and tour-guide prompts. Learning & Instruction, 70, 1-16. DOI: 10.1016/j.learninstruc.2018.09.001
Harley, J.M., Liu, Y+., Ahn, B.T+., Lajoie, S.P., & Grace, A.P. (2020). Examining physiological and self-report indicators of empathy during learners’ interaction with a queer history app, British Journal of Educational Technology, 51(6), 1920–1937. DOI: 10.1111/bjet.13019
Ahn, B.T+., & Harley, J.M (2020). Facial expressions when learning with a queer history app: application of the control value theory of achievement emotions. British Journal of Educational Technology, 51(5), 1563–1576. https://doi.org/10.1111/bjet.12989
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
Harley, J.M., Liu, Y+., Ahn, T.B+., Lajoie, S.P., Grace, A.P., Haldane, C+., Whittaker, A.., & McLaughlin, B+. (2019). I’ve got this: Fostering topic and technology-related emotional engagement and queer history knowledge with a mobile app. Contemporary Educational Psychology, 59, 1-18. DOI: 10.1016/j.cedpsych.2019.101790
Harley, J. M., Taub, M., Azevedo, R., & Bouchet, F. (2018). “Let’s set up some subgoals”: Understanding human-pedagogical agent collaborations and their implications for learning and prompt and feedback compliance. IEEE Transactions on Learning Technologies, 11(1), 54-66. DOI: 10.1109/TLT.2017.2756629
Harley, J.M., Lajoie, S. P., Frasson, C., Hall, N.C., & (2017). Developing emotion-aware, advanced learning technologies: A taxonomy of approaches and features. International Journal of Artificial Intelligence in Education, 27(2), 268-297. DOI: 10.1007/s40593-016-0126-8
Harley, J. M., Carter, C.K., Papaionnou, N., Bouchet, F., Azevedo, R., Landis, R. L., & Karabachian, L. (2016). Examining the predictive relationship between personality and emotion traits and students’ agent-directed emotions: Towards emotionally-adaptive agent-based learning environments. User Modeling and User-Adapted Interaction, 26, 177-219. DOI: 10.1007/s11257-016-9169-7.
Harley, J. M., Bouchet, F., Hussain, S., Azevedo, R., & Calvo, R. (2015). A multi-componential analysis of emotions during complex learning with an intelligent multi-agent system. Computers in Human Behavior, 48, 615-625. DOI: 10.1016/j.chb.2015.02.013.”