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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 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 100 publications (published and in press), and regularly publishes in the highest ranked journals in her fields. She has received over $7.5 million in research and development funding over the course of her career, including co-leading the Improving assessment: understanding educational decision-making in practice grant from the Office for Learning and Teaching (Category 1) and academic lead on the project From trainee to GP: The role of feedback in promoting progression to independence from the Royal Australasian College of General Practitioners (RACGP). Recognition for her work, includes Program Innovation 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.

Read more on Margaret's profile

Biography 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.

 

Selected Keynotes

Keynote speaker (forthcoming), on the theme of “all around technology” Association for Academic Language and Learning (AALL), Fremantle 2019.

Keynote speaker: Reimagining university education in a digital world, Australasian Society of Computers in Learning in Tertiary Education (ASCILITE) Geelong, Victoria, 27th November 2018

Keynote speaker Feedback: beyond giving and receiving Eastern Victoria General Practice Training, Supervisor Conference, San Remo Victoria 11 May 2018

Keynote speaker ‘Advancing a research agenda for sustainable simulation’ 6th ACU Simulation in Health Education Showcase, Australian Catholic University, Melbourne, December 7th 2016

Keynote speaker: ‘Simulated patients and assessment: a critical view’ Association of Standardized Patient Educators November 2016 Asia-Pacific Conference:  Sharing the Breadth of SP Methodology Across Continents, Singapore, November 2016

Keynote speaker: “Creating program level assessments”, Spring Congress: Building on our present to innovate our future, Higher Colleges of Technology, Dubai, January 2016

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: the role of assessment in a digital world; simulated and virtual patients; the shift in staff and student identities; and learning design.

Publications

Filter by

2019

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

journal

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

journal

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

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 education today, Amsterdam, The Netherlands, C1

journal

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

journal

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

journal

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

journal

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

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

journal

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

chapter

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

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

chapter

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

chapter

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

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, Australasian journal of dermatology, Chichester, Eng., 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

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

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
2008

Podcasting lectures: The next silver bullet?

B Williams, M Bearman

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

journal
2005

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

journal

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

journal
2001

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

conference

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

journal
1998

Methodology for developing educational hypermedia systems

M Bearman, M Bearman, M Kidd, M Kidd, B Cesnik, B Cesnik

(1998), Vol. 52 Pt 2, pp. 720-726, Studies in health technology and informatics, Amsterdam, The Netherlands, E1-1

conference

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

  • 2019: $48,785
  • 2018: $48,785

Supervisions

No completed student supervisions to report