Jason M. Harley, MA, Ph.D.
Professor Jason M. Harley, Ph.D., is an Associate Professor (tenured) in the鈥疍epartment of Surgery, Director of the鈥疭imulation, Affect, Innovation, Learning, and Surgery (SAILS) Lab, Director of Research of the鈥疭teinberg Centre for Simulation and Interactive Learning, Associate Member of the Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, Associate Member of the Department of Educational and Counselling Psychology, Faculty of Education, 海角社区, and Scientist at the鈥疪esearch Institute of the 海角社区 Health Centre.
Prof. Harley鈥檚 research has been internationally and nationally recognized by several awards and honors, including induction into The Society for Simulation in Healthcare鈥檚 (SSH) ASCEND Leadership Network, The Canadian Association of Medical Education (CAME) Certificate of Merit Award, and The Outstanding Early Career Researcher Award from the Technology, Instruction, Cognition, and Learning (TICL) SIG of the American Educational Research Association (AERA). Professor Harley is an Associate Editor for the British Journal of Educational Psychology and a member of the editorial boards of other leading education, psychology, and health professions journals, including Learning & Instruction and Simulation in Healthcare. They are a member of the SSH鈥檚 Research Committee.
They completed their FRQSC and SSHRC CGS-funded Ph.D. in Educational Psychology at 海角社区 in 2014 and held an FRQSC-funded postdoctoral position in the Department of Computer Science at the University of Montr茅al from 2014-2015. Prior to moving into health professionals鈥� education, they were an Assistant Professor in the Department of Educational Psychology at the University of Alberta from 2016-2019.
Prof. Harley鈥檚 research critically 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. Prof. Harley is an international expert in the use of physiological sensors and video coding in ecological learning environments and amongst the first in the world to leverage healthcare simulation to equip trainees with tools to de-escalate simulated harassment. As Principal Investigator (PI), their research has been consistently supported by grants from the Social Sciences and Humanities Research Council of Canada since 2016. Their current research is also funded by The Montreal General Hospital Foundation, The Canadian Foundation for Innovation, and The Canadian Space Agency, amongst others. Prof. Harley's research has led to dozens of broadcast and print interviews in venues such as The Guardian and CBC News.
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Current research interests: Surgical education, simulation, emotion and emotion regulation, well-being, anti-harassment training, virtual simulation (VS), virtual reality (VR), artificial intelligence (AI), surgical robotics, team training (e.g., communication, collaboration, leadership).
Professor Harley's publications are available here:
5 featured publications:
- Azher, S., Nader, A-N., Grewal, K., Zini, L., & Harley, J.M. (in press). Haptic feedback鈥檚 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鈥� 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鈥� 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鈥恇ased 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.