Biography
Margaret Bearman is a Professor 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. Margaret’s interests are broad ranging and include: assessment in university education, feedback in healthcare contexts, simulation and learning in a digital world. Recognition for her work includes Program Innovation awards from the Australian Office of Learning and Teaching and Simulation Australasia.
Read more on Margaret's profileBiography summary
For publications see:
https://www.researchgate.net/profile/Margaret_Bearman
https://scholar.google.com.au/citations?user=8RTPw5AAAAAJ&hl=en&oi=ao
Career highlights
Awards
Higher Education Academy (HEA) Senior Fellowship 2018
Medical Education Choice Critics Award 2017
Office for Learning and Teaching, Award for Programs that Enhance Learning - National Health Education and Training in Simulation Program Shared with D Nestel and C Byrne.
Simulation Australasia Program Innovation Award – National Health Education and Training in Simulation Program. Shared with D Nestel and C Byrne.
Knowledge areas
My research interests are:
Assessment and feedback in higher and professional education
Including: feedback in work-based settings; evaluative judgement and standards; medical and health professional education; assessment practices; online experiences; the role of trust and “intellectual candour”.
Technology-mediated and simulation-based education
Including: learning, teaching and assessment in a digital world; simulated and virtual patients; and shifting staff and student identities and practices in online education.
Publications
Feedback that works: a realist review of feedback interventions for written tasks
R Ajjawi, F Kent, J Broadbent, J Tai, M Bearman, D Boud
(2022), Vol. 47, pp. 1343-1356, Studies in Higher Education, C1
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
How Trainees Come to Trust Supervisors in Workplace-Based Assessment
Damian Castanelli, Jennifer Weller, Elizabeth Molloy, Margaret Bearman
(2022), Vol. 97, pp. 704-710, Academic Medicine, Philadelphia, Pa., C1
M Bearman, M Dracup, B Garth, C Johnson, E Wearne
(2022), Vol. 27, pp. 215-228, Advances in Health Sciences Education, Netherlands, C1
G Joughin, M Bearman, D Boud, J Lockyer, C Adachi
(2022), pp. 1-18, Higher Education, Berlin, Germany, 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
Correction to: Digital ethnography in higher education teaching and learning-a methodological review
L Jensen, M Bearman, D Boud, F Konradsen
(2022), pp. 1-2, Higher Education, Berlin, Germany, C1
The emotional transition to online teaching: grief, loss, and implications for academic development
D Taylor, M Bearman, S Scarparo, M Thomas
(2022), Vol. 27, pp. 176-190, International Journal for Academic Development, London, Eng., C1
Provocation 2: The Impact of Digital Upon Assessment: Innovation is Necessary but Not Easy
Margaret Bearman
(2021), pp. 171-175, Teacher Education, Learning Innovation and Accountability, Berlin, Germany, B1
Underperformance in Clinical Education: Challenges and Possibilities
Margaret Bearman
(2021), pp. 1-14, Clinical Education for the Health Professions, Singapore, B1
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
How conceptualising respect can inform feedback pedagogies
J Zhou, P Dawson, J Tai, M Bearman
(2021), Vol. 46, pp. 68-79, Assessment and Evaluation in Higher Education, C1
M Dunn, P Dawson, M Bearman, J Tai
(2021), Vol. 40, pp. 234-246, Higher Education Research and Development, 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
M Bearman, R Ajjawi, S Bennett, D Boud
(2021), Vol. 26, pp. 637-651, Advances in Health Sciences Education, Netherlands, 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
A Gamble, M Bearman, D Nestel
(2021), Vol. 7, pp. 390-396, BMJ Simulation and Technology Enhanced Learning, England, C1
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
L Jensen, M Bearman, D Boud
(2021), Vol. 173, Computers and Education, C1
Exploring the notion of teacher feedback literacies through the theory of practice architectures
J Tai, M Bearman, K Gravett, E Molloy
(2021), Assessment and Evaluation in Higher Education, C1
Conceptualizations and Measures of Student Engagement: A Worked Example of Systematic Review
Joanna Tai, Rola Ajjawi, Margaret Bearman, Paul Wiseman
(2020), pp. 91-110, Systematic Reviews in Educational Research Methodology, Perspectives and Application, Berlin, Germany, B1
Digitally Mediated Assessment in Higher Education: Ethical and Social Impacts
Margaret Bearman, P Dawson, Joanna Tai
(2020), Vol. 7, pp. 23-36, Re-imagining University Assessment in a Digital World, Berlin, Germany, B1
Preparing University Assessment for a World with AI: Tasks for Human Intelligence
Margaret Bearman, Rosemary Luckin
(2020), Vol. 7, pp. 49-63, Re-imagining University Assessment in a Digital World, Berlin, Germany, B1
New Directions for Assessment in a Digital World
Margaret Bearman, David Boud, Rola Ajjawi
(2020), Vol. 7, pp. 7-18, Re-imagining University Assessment in a Digital World, Berlin, Germany, B1
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
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, Netherlands, 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
M Peddle, M Bearman, L McKenna, D Nestel
(2020), Vol. 88, Nurse Education Today, Scotland, C1
Working with underperformance in surgical training: Educational strategies for supervisors
M Bearman
(2020), Vol. 29, Seminars in Pediatric Surgery, United States, C1
A Gamble, D Nestel, M Bearman
(2020), Vol. 91, Nurse Education Today, Scotland, C1
How a centralised approach to learning design influences students: a mixed methods study
M Bearman, S Lambert, M O’Donnell
(2020), Vol. 40, pp. 1-14, Higher Education Research and Development, C1
Power and adolescent simulated patients: A qualitative exploration
A Gamble, D Nestel, M Bearman
(2020), Vol. 48, Nurse Education in Practice, Scotland, C1
Re-imagining University Assessment in a Digital World
M Bearman, Phillip Dawson, R Ajjawi, J Tai, D Boud
(2020), Berlin, Germany, A7
Clinician peer exchange groups (C-PEGs): Augmenting medical students' learning on clinical placement
J Harrison, E Molloy, M Bearman, C Ting, M Leech
(2019), Vol. 25, pp. 95-120, Augmenting health and social care students' clinical learning experiences : outcomes and processes, Berlin, Germany, B1
Beware the Simple Impact Measure: Learning from the Parallels with Student Engagement
Joanna Tai, Phillip Dawson, Margaret Bearman, Rola Ajjawi
(2019), pp. 37-50, The impact of feedback in higher education : improving assessment outcomes for learners, Berlin, Germany, B1
How Debriefing Can Inform Feedback: Practices That Make a Difference
M Bearman, W Eppich, D Nestel
(2019), pp. 165-188, The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners, London, Eng., B1
Key Concepts in Qualitative Research Design
Margaret Bearman
(2019), pp. 73-78, Healthcare Simulation Research, Berlin, Germany, B1
Unpacking the Social Dimensions of Research: How to Get Started in Healthcare Simulation Research
Margaret Bearman, Adam Cheng, Vinay Nadkarni, Debra Nestel
(2019), pp. 333-340, Healthcare Simulation Research, Berlin, Germany, B1
Patients and Surgical Education: Rethinking Learning, Practice and Patient Engagement
Rosamund Snow, Margaret Bearman, Rick Iedema
(2019), pp. 197-207, Advancing surgical education : theory, evidence and practice, Singapore, B1
E Molloy, M Bearman
(2019), Vol. 53, pp. 32-41, Medical Education, England, C1
The power of simulation: a large-scale narrative analysis of learners' experiences
M Bearman, J Greenhill, D Nestel
(2019), Vol. 53, pp. 369-379, Medical Education, England, C1
Keeping mum in clinical supervision: private thoughts and public judgements
C Scarff, M Bearman, N Chiavaroli, S Trumble
(2019), Vol. 53, pp. 133-142, Medical Education, England, C1
M Peddle, L Mckenna, M Bearman, D Nestel
(2019), Vol. 73, pp. 94-101, Nurse Education Today, Scotland, C1
Trainees' perspectives of assessment messages: a narrative systematic review
C Scarff, M Bearman, N Chiavaroli, S Trumble
(2019), Vol. 53, pp. 221-233, Medical Education, England, C1
Theory, a lost character? As presented in general practice education research papers
J Brown, M Bearman, C Kirby, E Molloy, D Colville, D Nestel
(2019), Vol. 53, pp. 443-457, Medical Education, England, C1
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. 269-273, Journal of Continuing Education in the Health Professions, United States, C1
M Bearman
(2019), Vol. 20, pp. 1-11, FOCUS ON HEALTH PROFESSIONAL EDUCATION-A MULTIDISCIPLINARY JOURNAL, C1
Problematising standards: representation or performance?
R Ajjawi, M Bearman
(2018), pp. 41-50, Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work, Abingdon, Eng., B1
Prefigurement, identities and agency: the disciplinary nature of evaluative judgement
M Bearman
(2018), pp. 147-155, Developing evaluative judgement in higher education: Assessment for knowing and producing quality work, London, Eng, B1
Identifying and working with underperformance
M Bearman, Damian Castanelli, Charlotte Denniston
(2018), pp. 236-250, Learning and teaching in clinical contexts : a practical guide, Sydney, N.S.W., B1
Theories informing healthcare simulation practice
Margaret Bearman, Debra Nestel, Nancy McNaughton
(2018), pp. 7-15, Healthcare simulation education: evidence, theory and practice, Chichester, Eng., B1
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
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
M Bearman, J Tai, F Kent, V Edouard, D Nestel, E Molloy
(2018), Vol. 23, pp. 29-41, Advances in Health Sciences Education, Netherlands, C1
Physiotherapy clinical educators' perspectives on a fitness to practice initiative
K Lo, H Curtis, A Francis-Cracknell, S Maloney, W Nickson, M Bearman, J Keating
(2018), Vol. 34, pp. 41-53, Physiotherapy Theory and Practice, England, C1
Actor-network theory and the OSCE: formulating a new research agenda for a post-psychometric era
Margaret Bearman, Rola Ajjawi
(2018), Vol. 23, pp. 1037-1049, Advances in Health Sciences Education, Dordrecht, The Netherlands, C1
M Peddle, M Bearman, N Radomski, L McKenna, D Nestel
(2018), Vol. 8, BMJ Open, England, 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
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
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, Australia, C1
Physiotherapy clinical educators' perceptions of student fitness to practise
K Lo, H Curtis, J Keating, M Bearman
(2017), Vol. 17, BMC Medical Education, England, 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, England, 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
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, BMC Medical Education, England, C1-1
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
C Scarff, M Bearman, R Corderoy
(2016), Vol. 57, pp. 128-134, Australasian Journal of Dermatology, Australia, C1-1
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
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
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
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
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
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
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
Simulated patient methodology: theory, evidence and practice
D Nestel, M Bearman
(2014), London, Eng., A7-1
Simulation-based medical education
M Bearman, P Andreatta, D Nestel
(2013), pp. 186-186, Oxford textbook of medical education, Oxford, Eng., B1-1
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
M Bearman, B Cesnik, M Liddell
(2001), Vol. 35, pp. 824-832, Medical education, Chichester, Eng., C1-1
Comparing student attitudes to different models of the same virtual patient
M Bearman, B Cesnik
(2001), Vol. 84, pp. 1004-1008, MEDINFO 2001 : Proceedings of the 10th World Congress on Medical Informatics 2001, London, Eng., E1-1
Methodology for developing educational hypermedia systems
M Bearman, M Kidd, B Cesnik
(1998), Vol. 52 Pt 2, pp. 720-726, Studies in health technology and informatics, Amsterdam, The Netherlands, E1-1
Funded Projects at Deakin
Other Public Sector Funding
Equivalencies, standards and adjustments: re-inventing inclusive assessment practices in exam settings
Dr Joanna Tai, A/Prof Rola Ajjawi, Prof Margaret Bearman, Dr Mary Dracup
NCSEHE National Centre for Student Equity in Higher Research
- 2021: $21,800
- 2020: $15,000
Industry and Other Funding
Improving feedback relationships in general practice vocational training supervision
Dr James Brown, A/Prof Rola Ajjawi, Prof Margaret Bearman, Prof Debra Nestel, Dr Cat Kirby
Royal Australian College of General Practictioners
- 2018: $18,000
What makes feedback relationships work: perspectives of graduating trainees
Dr Cat Kirby, Prof Margaret Bearman, A/Prof Rola Ajjawi, Dr James Brown
Educational Research Grants
- 2019: $48,785
- 2018: $48,785
The influence of emotions and psychological safety on general practice trainees' engagement with feedback processes and learning
Scott Preston, Prof Margaret Bearman, A/Prof Rola Ajjawi, Prof Elizabeth Molloy, Dr Christy Noble, Megan O'Shannessy
Australian College for Rural and Remote Medicine Educational Research Grants
- 2021: $20,800
Promoting evidence-based development relationships between ed tech start-ups and educational institutions.
Prof Margaret Bearman, Prof Phillip Dawson, Dr Chie Adachi, Dr Brandi Fox, Dr Kelli Nicola-Richmond
EduGrowth Limited
- 2022: $14,471
- 2021: $32,000
Supervisions
Damian John Castanelli
Thesis entitled: How can 'assessment for learning' meaningfully contribute to programmatic assessment?
Doctor of Philosophy (Education), School of Education
Juan Camilo Fischer Rodriguez
Thesis entitled: Evaluative Judgement in undergraduate physics: A Practice Architectures perspective
Doctor of Philosophy (Education), School of Education