Jason M. Harley

Jason M. Harley, MA, Ph.D., is an Associate Professor in the Department of Surgery, McGill University, a Scientist at the Research Institute of the McGill University Health Centre (MUHC-RI), Associate Member of the Institute for Health Sciences Education, and Director of the Simulation, Affect, Innovation, Learning, and Surgery (SAILS) Laboratory. 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, and other broadcast and print media.

Current research interests: Surgical education, simulation, emotion and emotion regulation, well-being, anti-harassment training, virtual simulation (VS), virtual reality (VR), artificial intelligence (AI), team training (e.g., communication, collaboration, leadership), and health literacy.

Social media: Twitter handle: @JasonHarley07

5 featured publications

  1. 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 

  2. 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

  3. 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.

  4. 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

  5. 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

Back to top