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A/Prof. Margaret Bearman

STAFF PROFILE

Position

Associate Professor (Research)

Faculty

Cent Res Assess Digital Learn

Department

Cent Res Assess Digital Learn

Campus

Deakin Downtown

Contact

Biography

Margaret Bearman is an Associate Professor (Research) within the Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University. She holds a first class honours degree in computer science and a PhD in medical education. Over the course of her career in health professional and higher education, Margaret written over 70 publications and received over $7.5 million in research and development funding. She has been formally recognised for her work as an educator and researcher, including awards from the Australian Office of Learning and Teaching and Simulation Australasia.  Margaret’s interests include: assessment and feedback; simulation and digital technologies; sociomateriality; and educational workforce development. Her methodological expertise includes qualitative and quantitative research designs, as well as evidence synthesis.

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Publications

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2019

Embracing the tension between vulnerability and credibility: 'intellectual candour' in health professions education.

Elizabeth Molloy, Margaret Bearman

(2019), Vol. 53, pp. 32-41, Med Educ, England, C1

journal

Development of non-technical skills through virtual patients for undergraduate nursing students: An exploratory study.

Monica Peddle, Lisa Mckenna, Margaret Bearman, Debra Nestel

(2019), Vol. 73, pp. 94-101, Nurse Educ Today, Scotland, C1

journal
2018

Reframing assessment research: through a practice perspective

D Boud, P Dawson, M Bearman, S Bennett, G Joughin, E Molloy

(2018), Vol. 43, pp. 1107-1118, Studies in higher education, Abingdon, Eng., C1

journal

In-training assessments: 'The difficulty is trying to balance reality and really tell the truth'

C Scarff, R Corderoy, M Bearman

(2018), Vol. 59, pp. e15-e22, Australasian journal of dermatology, Milton, Qld., C1-1

journal

Group interventions to promote mental health in health professional education: a systematic review and meta-analysis of randomised controlled trials

K Lo, J Waterland, P Todd, T Gupta, M Bearman, C Hassed, J Keating

(2018), Vol. 23, pp. 413-447, Advances in health sciences education, Dordrecht, The Netherlands, C1-1

journal

What should we teach the teachers? Identifying the learning priorities of clinical supervisors

Margaret Bearman, Joanna Tai, Fiona Kent, Vicki Edouard, Debra Nestel, Elizabeth Molloy

(2018), Vol. 23, pp. 29-41, Advances in health sciences education, Cham, Switzerland, C1

journal

Physiotherapy clinical educators' perspectives on a fitness to practice initiative.

Kristin Lo, Heather Curtis, Alison Francis-Cracknell, Stephen Maloney, Wendy Nickson, Margaret Bearman, Jennifer Keating

(2018), Vol. 34, pp. 41-53, Physiother Theory Pract, England, C1

journal

What non-technical skills competencies are addressed by Australian standards documents for health professionals who work in secondary and tertiary clinical settings? A qualitative comparative analysis

Monica Peddle, Margaret Bearman, Natalie Radomski, Lisa Mckenna, Debra Nestel

(2018), Vol. 8, pp. 1-9, BMJ open, London, Eng., C1

journal

The power of simulation: a large-scale narrative analysis of learners' experiences.

Margaret Bearman, Jennene Greenhill, Debra Nestel

(2018), Med Educ, England, C1

journal

Keeping mum in clinical supervision: private thoughts and public judgements.

Catherine Scarff, Margaret Bearman, Neville Chiavaroli, Steve Trumble

(2018), Med Educ, England, C1

journal
2017

How technology shapes assessment design: findings from a study of university teachers

S Bennett, P Dawson, M Bearman, E Molloy, D Boud

(2017), Vol. 48, pp. 672-682, British journal of educational technology, London, Eng., C1

journal

How university teachers design assessments: a cross-disciplinary study

M Bearman, P Dawson, S Bennett, M Hall, E Molloy, D Boud, G Joughin

(2017), Vol. 74, pp. 49-64, Higher education, Dordrecht, The Netherlands, C1

journal

Contextual influences on feedback practices: an ecological perspective

R Ajjawi, E Molloy, M Bearman, C Rees

(2017), Vol. 5, pp. 129-143, Scaling up assessment for learning in higher education, Singapore, B1

chapter

Attributes of the complete dental record: a Delphi approach to standards

K Amos, D Cockrell, C Palermo, S Rosehill, M Bearman

(2017), Vol. 62, pp. 426-432, Australian dental journal, Chichester, Eng., C1

journal

Intellectual streaking: the value of teachers exposing minds (and hearts)

Margaret Bearman, Elizabeth Molloy

(2017), Vol. 39, pp. 1284-1285, Medical teacher, Abingdon, Eng., C1

journal

Actor-network theory and the OSCE: formulating a new research agenda for a post-psychometric era

Margaret Bearman, Rola Ajjawi

(2017), Vol. 23, pp. 1037-1049, Advances in Health Sciences Education, Dordrecht, The Netherlands, C1

journal

Physiotherapy clinical educators' perceptions of student fitness to practise

Kristin Lo, Heather Curtis, Jennifer Keating, Margaret Bearman

(2017), Vol. 17, BMC Medical Education, London, Eng., C1-1

journal
2016

Clinical supervision training across contexts.

J Tai, M Bearman, V Edouard, F Kent, D Nestel, E Molloy

(2016), Vol. 13, pp. 262-266, Clinical teacher, London, Eng., C1-1

journal

Support for assessment practice: developing the assessment design decisions framework

M Bearman, P Dawson, D Boud, S Bennett, M Hall, E Molloy

(2016), Vol. 21, pp. 545-556, Teaching in higher education, London, Eng., C1

journal

Experiences of physical therapists working in the acute hospital setting: systematic review

B Lau, E Skinner, K Lo, M Bearman

(2016), Vol. 96, pp. 1317-1332, Physical therapy, Cary, N.C., C1-1

journal

A national training program for simulation educators and technicians: evaluation strategy and outcomes

D Nestel, M Bearman, P Brooks, D Campher, K Freeman, J Greenhill, B Jolly, L Rogers, C Rudd, C Sprick, B Sutton, J Harlim, M Watson

(2016), Vol. 16, pp. 1-13, BMC medical education, London, Eng., C1-1

journal

Virtual patients and nontechnical skills in undergraduate health professional education: an integrative review

M Peddle, M Bearman, D Nestel

(2016), Vol. 12, pp. 400-410, Clinical simulation in nursing, Philadelphia, Pa., C1-1

journal

A systematic review: children & adolescents as simulated patients in health professional education

A Gamble, M Bearman, D Nestel

(2016), Vol. 1, pp. 1-16, Advances in simulation, London, Eng., C1-1

journal

"Thinking on your feet"-a qualitative study of debriefing practice

K Krogh, M Bearman, D Nestel

(2016), Vol. 1, pp. 1-11, Advances in simulation, London, Eng., C1-1

journal

Quality and literature reviews: beyond reporting standards

M Bearman

(2016), Vol. 50, pp. 382-384, Medical education, London, Eng., C1

journal

Supervisor perspectives on the summative in-training assessment.

Catherine Scarff, Margaret Bearman, Robert Corderoy

(2016), Vol. 57, pp. 128-134, Australas J Dermatol, Australia, C1-1

journal
2015

Expert practice of video-assisted debriefing: an Australian qualitative study

K Krogh, M Bearman, D Nestel

(2015), Vol. 11, pp. 180-187, Clinical simulation in nursing, Amsterdam, The Netherlands, C1-1

journal

Theory and simulation-based education: definitions, worldviews and applications

D Nestel, M Bearman

(2015), Vol. 11, pp. 349-354, Clinical simulation in nursing, Amsterdam, The Netherlands, C1-1

journal

Learning empathy through simulation: a systematic literature review

M Bearman, C Palermo, L Allen, B Williams

(2015), Vol. 10, pp. 308-319, Simulation in healthcare: journal of the society for simulation in healthcare, Philadelphia, Pa., C1-1

journal

The future of simulated patient methodology

M Bearman, D Nestel

(2015), pp. 147-149, Simulated patient methodology: theory, evidence and practice, [Chichester, Eng.], B1-1

chapter

Factors affecting health professional education

M Bearman

(2015), pp. 19-30, Evidence-based education in the health professions: promoting best practice in the learning and teaching of students, London, Eng., B1-1

chapter
2014

Proactive student engagement with fitness to practise

K Lo, S Maloney, M Bearman, P Morgan

(2014), Vol. 2014, pp. 1-8, Journal of biomedical education, Cairo, Egypt, C1-1

journal

Learning theories and simulated patient methodology

M Bearman, D Nestel

(2014), pp. 33-38, Simulated patient methodology: theory, evidence and practice, [Chichester, Eng.], B1-1

chapter

Preparation: developing scenarios and training for role portrayal

D Nestel, M Bearman, C Fleishman

(2014), pp. 63-70, Simulated patient methodology: theory, evidence and practice, [Chichester, Eng.], B1-1

chapter

Simulated patients as teachers: the role of feedback

C Fleishman, M Bearman, D Nestel

(2014), pp. 71-78, Simulated patient methodology: theory, evidence and practice, [Chichester, Eng.], B1-1

chapter
2013

Qualitative synthesis and systematic review in health professions education

Margaret Bearman, Phillip Dawson

(2013), Vol. 47, pp. 252-260, Medical education, London, Eng., C1-1

journal

Is there a Plan B?: Clinical educators supporting underperforming students in practice settings

M Bearman, E Molloy, R Ajjawi, J Keating

(2013), Vol. 18, pp. 531-544, Teaching in higher education, London, Eng., C1-1

journal

Simulation-based medical education

M Bearman, P Andreatta, D Nestel

(2013), pp. 186-186, Oxford textbook of medical education, Oxford, Eng., B1-1

chapter
2012

Systematic review methodology in higher education

M Bearman, C Smith, A Carbone, S Slade, C Baik, M Hughes-Warrington, D Neumann

(2012), Vol. 31, pp. 625-640, Higher education research and development, Abingdon, Eng., C1-1

journal

Lessons learned in implementing peer-assisted learning

Y Hodgson, M Bearman, M Schneider Kolsky

(2012), Vol. 20, pp. 19-29, International journal of innovation in science and mathematics education, Sydney, N.S.W., C1-1

journal

Clinical psychology students' experiences of a pilot objective structured clinical examination

K Yap, M Bearman, N Thomas, M Hay

(2012), Vol. 47, pp. 165-173, Australian psychologist, London, Eng., C1-1

journal

Learning surgical communication, leadership and teamwork through simulation

M Bearman, R O'Brien, A Anthony, I Civil, B Flanagan, B Jolly, D Birks, M Langcake, E Molloy, D Nestel

(2012), Vol. 69, pp. 201-207, Journal of surgical education, Amsterdam, The Netherlands, C1-1

journal
2011

Participation and progression: new medical graduates entering professional practice

M Bearman, M Lawson, A Jones

(2011), Vol. 16, pp. 627-642, Advances in health sciences education, Dordrecht, The Netherlands, C1-1

journal

Can wikis be used to support case-based learning in paramedic education?

B Williams, M Bearman

(2011), Vol. 3, pp. 388-392, Journal of paramedic practice, London, Eng., C1-1

journal

A pilot training program in surgical communication, leadership and teamwork

M Bearman, A Anthony, D Nestel

(2011), Vol. 81, pp. 213-215, ANZ journal of surgery, London, Eng., C1-1

journal

Funded Projects at Deakin

Industry and Other Funding

Improving feedback relationships in general practice vocational training supervision

Dr James Brown, A/Prof Rola Ajjawi, A/Prof Margaret Bearman, Prof Debra Nestel, Dr Cat Kirby

  • 2018: $18,000

What makes feedback relationships work: perspectives of graduating trainees

Dr Cat Kirby, A/Prof Margaret Bearman, A/Prof Rola Ajjawi, Dr James Brown

  • 2018: $48,785

Supervisions

No completed student supervisions to report