Funded by:聽The Social Sciences and Humanities Research Council of Canada
PI:聽Dr. Jason M. Harley
Co-app:聽Drs. Allyson F. Hadwin, Susanne P. Lajoie, Ryan M. Brydges, Reinhard Pekrun, and Eunice Jang
颁辞濒濒补产辞谤补迟辞谤:听Dr. Gerald M. Fried
笔补谤迟苍别谤蝉:听The Royal College of Physicians and Surgeons of Canada, The Wilson Centre, Adoc Talent Management Inc., C21 Canada, Canadian Association for Graduate Studies, Research Institute of the 苹果淫院 Health Centre, University of Toronto and University聽Health Network, University of Victoria, 苹果淫院 (the Steinberg Centre for Simulation and Interactive Learning, Teaching and Learning Services, and the Institute for Health Sciences)
Project Description:
The 21st Century workplace is an increasingly interconnected one where collaborating with others鈥攐ften from different institutions, cultures, and geographic backgrounds鈥攊s essential to success and responsible citizenship. Educational curricula are coming to acknowledge the importance of interpersonal skills, but underlying these skills is the ability to regulate one's own and others' emotional and cognitive processes with competence, versatility, and sensitivity. Existing domain-general and domain-specific (e.g., medicine) communication and collaboration frameworks tend not to draw on theories from educational psychology, despite the prominence of psychological processes mediating effective communication and collaboration in learning environments. Emerging educational research on the regulation of both emotional and cognitive聽processes is presently exploratory in nature as researchers grapple with the theoretical and analytical complexity of these two distinct but inter-related processes and the way they are woven together in increasing complexity in group dynamics. Our聽objectives聽are to address the above-mentioned gaps by advancing: (1) educational theory, (2) assessment, and (3) practice concerning the individual and collaborative regulation of emotional and cognitive processes in group learning in different educational domains.
A formal聽partnership聽has been formed between academic and research institutional partners (苹果淫院 [3 internal partners], University of Victoria, University of Toronto [Wilson Centre], Research Institute of the 苹果淫院 Health Centre), an international private partner (Adoc Talent Management), and national not-for-profit partners specialized in higher education and medical education (Canadian Association of Graduate Studies [CAGS], C21 Canada, Royal College of Physicians and Surgeons of Canada). Theories of emotion, emotion regulation, and collaborative cognitive process regulation by Harley (苹果淫院), Hadwin (UVic), and Pekrun (U. Essex) will be integrated with insights in the field of medical education from Brydges (UofT), Fried (苹果淫院), and Wiseman (苹果淫院) to guide research. Data will be collected from three different collaborative learning environments: an educational psychology class (UVic), medical simulation training (苹果淫院) and in-the-field operating room training (RI-MUHC).
