Prof Margaret Bearman

Trust, power and learning in workplace-based assessment: The trainee perspective

D Castanelli, J Weller, E Molloy, M Bearman

(2022), Vol. 56, pp. 280-291, Medical Education, England, C1

Creating and sustaining collaborative connections: tensions and enabling factors in joint international programme development

G Joughin, M Bearman, D Boud, J Lockyer, C Adachi

(2022), Higher Education, C1

Digital ethnography in higher education teaching and learning-a methodological review

L Jensen, M Bearman, D Boud, F Konradsen

(2022), pp. 1-20, Higher Education, Berlin, Germany, C1

Feedback encounters: towards a framework for analysing and understanding feedback processes

Lasse Jensen, Margaret Bearman, David Boud

(2022), pp. 1-14, Assessment and Evaluation in Higher Education, Abingdon, Eng., C1

Can a rubric do more than be transparent? Invitation as a new metaphor for assessment criteria

M Bearman, R Ajjawi

(2021), Vol. 46, pp. 359-368, Studies in Higher Education, C1

Performing standards: a critical perspective on the contemporary use of standards in assessment

R Ajjawi, M Bearman, D Boud

(2021), Vol. 26, pp. 728-741, Teaching in Higher Education, C1

'I'd struggle to see it as cheating': the policy and regulatory environments of study drug use at universities

M Dunn, P Dawson, M Bearman, J Tai

(2021), Vol. 40, pp. 234-246, Higher Education Research and Development, Abingdon, Eng., C1

Feedback that helps trainees learn to practice without supervision

Margaret Bearman, James Brown, Catherine Kirby, Rola Ajjawi

(2021), Vol. 96, pp. 205-209, Academic medicine, Hagerstown, Md., C1

Invoking culture in medical education research: A critical review and metaphor analysis

M Bearman, P Mahoney, J Tai, D Castanelli, C Watling

(2021), Vol. 55, pp. 903-911, Medical Education, England, C1

Feedback that works: a realist review of feedback interventions for written tasks

Rola Ajjawi, Fiona Kent, Jaclyn Broadbent, Joanna Tai, Margaret Bearman, David Boud

(2021), pp. 1-14, Studies in higher education, Abingdon, Eng., C1

Engaging young people as simulated patients: a qualitative description of health professional educators' perspectives

A Gamble, M Bearman, D Nestel

(2021), Vol. 7, pp. 390-396, BMJ Simulation and Technology Enhanced Learning, London, Eng., C1

Longing for connection: University educators creating meaning through sharing experiences of teaching online

B Fox, M Bearman, R Bellingham, A North-Samardzic, S Scarparo, D Taylor, M Thomas, M Volkov

(2021), Vol. 52, pp. 2077-2092, British Journal of Educational Technology, C1

Understanding feedback in online learning - a critical review and metaphor analysis

Lasse Jensen, Margaret Bearman, David Boud

(2021), Vol. 173, pp. 1-12, Computers & education, Amsterdam, The Netherlands, C1

Exploring the notion of teacher feedback literacies through the theory of practice architectures

J Tai, M Bearman, K Gravett, E Molloy

(2021), pp. 1-13, Assessment and Evaluation in Higher Education, London, Eng., C1

How Trainees Come to Trust Supervisors in Workplace-Based Assessment

Damian Castanelli, Jennifer Weller, Elizabeth Molloy, Margaret Bearman

(2021), Vol. 97, pp. 704-710, Academic Medicine, Philadelphia, Pa., C1

Learning to recognise what good practice looks like: how general practice trainees develop evaluative judgement

M Bearman, M Dracup, B Garth, C Johnson, E Wearne

(2021), pp. 1-14, Advances in Health Sciences Education, Amsterdam, The Netherlands, C1

The conundrum of low achievement and feedback for learning

E Pitt, M Bearman, R Esterhazy

(2020), Vol. 45, pp. 239-250, Assessment and evaluation in higher education, Abingdon, Eng., C1

Challenging feedback myths: values, learner involvement and promoting effects beyond the immediate task

E Molloy, R Ajjawi, M Bearman, C Noble, J Rudland, A Ryan

(2020), Vol. 54, pp. 33-39, Medical education, Chichester, Eng., C1

Shadow systems in assessment: how supervisors make progress decisions in practice

D Castanelli, J Weller, E Molloy, M Bearman

(2020), Vol. 25, pp. 131-147, Advances in health sciences education, Cham, Switzerland, C1

Approaching culture in medical education: three perspectives

C Watling, R Ajjawi, M Bearman

(2020), Vol. 54, pp. 289-295, Medical education, Chichester, Eng., C1

"Getting it wrong to get it right": faculty perspectives of learning non-technical skills via virtual patient interactions

M Peddle, M Bearman, L McKenna, D Nestel

(2020), Vol. 88, pp. 1-7, Nurse education today, Amsterdam, The Netherlands, C1

How conceptualising respect can inform feedback pedagogies

J Zhou, P Dawson, J Tai, M Bearman

(2020), pp. 1-13, Assessment and Evaluation in Higher Education, London, Eng., C1

Working with underperformance in surgical training: educational strategies for supervisors

M Bearman

(2020), Vol. 29, pp. 1-3, Seminars in pediatric surgery, Amsterdam, The Netherlands, C1

Listening to young voices: the lived experiences of adolescent simulated patients in health professional education

A Gamble, D Nestel, M Bearman

(2020), Vol. 91, pp. 1-6, Nurse education today, Amsterdam, The Netherlands, C1

How a centralised approach to learning design influences students: a mixed methods study

M Bearman, S Lambert, M O'Donnell

(2020), pp. 1-14, Higher Education Research and Development, Abingdon, Eng., C1

Power and adolescent simulated patients: a qualitative exploration

Andrée Gamble, Debra Nestel, Margaret Bearman

(2020), Vol. 48, pp. 1-7, Nurse Education in Practice, Amsterdam, The Netherlands, C1

The hidden labours of designing the Objective Structured Clinical Examination: a Practice Theory study

Margaret Bearman, Rola Ajjawi, Sue Bennett, David Boud

(2020), Advances in Health Sciences Education, Dordrecht, The Netherlands, C1

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

Elizabeth Molloy, Margaret Bearman

(2019), Vol. 53, pp. 32-41, Medical education, Chichester, Eng., C1

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

Margaret Bearman, Jennene Greenhill, Debra Nestel

(2019), Vol. 53, pp. 369-379, Medical education, Chichester, Eng., C1

Keeping mum in clinical supervision: private thoughts and public judgements

Catherine Scarff, Margaret Bearman, Neville Chiavaroli, Steve Trumble

(2019), Vol. 53, pp. 133-142, Medical education, Chichester, Eng., C1

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 education today, Amsterdam, The Netherlands, C1

Trainees' perspectives of assessment messages: a narrative systematic review

Catherine Scarff, Margaret Bearman, Neville Chiavaroli, Steve Trumble

(2019), Vol. 53, pp. 221-233, Medical education, Chichester, Eng., C1

Theory, a lost character? As presented in general practice education research papers

James Brown, Margaret Bearman, Catherine Kirby, Elizabeth Molloy, Deborah Colville, Debra Nestel

(2019), Vol. 53, pp. 443-457, Medical education, Chichester, Eng., C1

Exploring undergraduate nursing student interactions with virtual patients to develop 'non-technical skills' through case study methodology

Monica Peddle, M Bearman, Lisa McKenna, Debra Nestel

(2019), Vol. 4, pp. 1-11, Advances in simulation, London, Eng., C1

A balancing act: the Supervisor of Training role in anaesthesia education

D Castanelli, J Weller, A Chander, E Molloy, M Bearman

(2019), Vol. 47, pp. 349-356, Anaesthesia and intensive care, London, Eng, C1

Along the axes of difference: setting scholarship and practice agendas for faculty development

G Reedy, M Bearman

(2019), Vol. 39, pp. 260-264, The journal of continuing education in the health professions, [Philadelphia, Pa.], C1

Focus on methodology: eliciting rich data: a practical approach to writing semi-structured interview schedules

M Bearman

(2019), Vol. 20, pp. 1-11, Focus on health professional education, Herston, Qld., C1

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

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

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

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

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, Physiotherapy theory and practice: an international journal of physical therapy, Abingdon, Eng., C1

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

From 'seeing through' to 'seeing with' : Assessment criteria and the myths of transparency

M Bearman, Rola Ajjawi

(2018), pp. 1-8, Frontiers in education, Lausanne, Switzerland, C1

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

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

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

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

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

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

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

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

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

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

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

"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

Quality and literature reviews: beyond reporting standards

M Bearman

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

Supervisor perspectives on the summative in-training assessment

Catherine Scarff, Margaret Bearman, Robert Corderoy

(2016), Vol. 57, pp. 128-134, Australasian journal of dermatology, Chichester, Eng., C1-1

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

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

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

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

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

Assessment might dictate the curriculum, but what dictates assessment?

Phillip Dawson, Margaret Bearman, David Boud, Matt Hall, Elizabeth Molloy, Sue Bennett, Gordon Joughin

(2013), Vol. 1, pp. 107-111, Teaching & learning inquiry, Bloomington, In., C1-1

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

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

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

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

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

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

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

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

Podcasting lectures: The next silver bullet?

B Williams, M Bearman

(2008), Vol. 6, pp. 1-14, Australasian journal of paramedicine, Melbourne, Vic., C1-1

Educating Australian pharmacists about the use of online information in community pharmacy practice

M Bearman, T Bessell, J Gogler, W McPhee

(2005), Vol. 13, pp. 109-115, International journal of pharmacy practice, Chichester, Eng., C1-1

Improving Australian pharmacists' attitudes to internet use in community pharmacy practice

M Bearman, T Bessell

(2005), Vol. 13, pp. 117-121, International journal of pharmacy practice, Chichester, Eng., C1-1

Random comparison of 'virtual patient' models in the context of teaching clinical communication skills

M Bearman, B Cesnik, M Liddell

(2001), Vol. 35, pp. 824-832, Medical education, Chichester, Eng., C1-1