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Prof Margaret Bearman

STAFF PROFILE

Position

Professor, Research

Faculty

Office of the DVC Academic

Department

Ctr Research Assmt & Dig Learn

Campus

Deakin Downtown

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 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.

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

Filter by

2024

Enhancing feedback practices within PhD supervision: a qualitative framework synthesis of the literature

M Bearman, J Tai, M Henderson, R Esterhazy, P Mahoney, E Molloy

(2024), pp. 1-17, Assessment & Evaluation in Higher Education, London, Eng., C1

journal article

Speed, accuracy, and efficiency: The promises and practices of digitization in pathology

Olsi Kusta, Margaret Bearman, Radhika Gorur, Torsten Risør, John Brodersen, Klaus Hoeyer

(2024), Vol. 345, pp. 1-9, Social Science and Medicine, Amsterdam, The Netherlands, C1

journal article

Resisting neoliberalism: teacher education academics navigating precarious times

Bronwyn Wood, Bronwyn Wood, Ros Black, Ros Black, Lucas Walsh, Lucas Walsh, Kerri Garrard, Kerri Garrard, Margaret Bearman, Margaret Bearman, Matthew Thomas, Matthew Thomas, Juliana Ryan, Juliana Ryan, Nadia Infantes, Nadia Infantes

(2024), pp. 1-16, Teaching in Higher Education, London, Eng., C1

journal article

Researching lived experience in health professional education

Rola Ajjawi, Margaret Bearman, Victoria Luong, Bridget O'Brien, Lara Varpio

(2024), pp. 1-9, Medical Education, London, Eng., C1

journal article

Developing evaluative judgement for a time of generative artificial intelligence

M Bearman, J Tai, P Dawson, D Boud, R Ajjawi

(2024), pp. 1-13, Assessment & Evaluation in Higher Education, London, Eng., C1

journal article

Inclusivity in health professional education: how can virtual simulation foster attitudes of inclusion?

Amanda Edgar, Joanna Tai, Margaret Bearman

(2024), Vol. 9, pp. 1-7, Advances in Simulation, London, Eng., C1

journal article
2023

How are examinations inclusive for students with disabilities in higher education? A sociomaterial analysis

J Tai, P Mahoney, R Ajjawi, M Bearman, J Dargusch, M Dracup, L Harris

(2023), Vol. 48, pp. 1-13, Assessment & Evaluation in Higher Education, London, Eng., C1

journal article

Assessment for inclusion: rethinking contemporary strategies in assessment design

J Tai, R Ajjawi, M Bearman, D Boud, P Dawson, T Jorre de St Jorre

(2023), Vol. 42, pp. 483-497, Higher Education Research and Development, Oxford, Eng., C1

journal article

Discourses of artificial intelligence in higher education: a critical literature review

M Bearman, J Ryan, R Ajjawi

(2023), Vol. 86, pp. 369-385, Higher Education, Berlin, Germany, C1

journal article

"Attending lectures in your pyjamas": student agency in constrained circumstances

R Ajjawi, J Fischer, J Tai, M Bearman, T Jorre de St Jorre

(2023), Vol. 86, pp. 1363-1376, Higher Education, Berlin, Germany, C1

journal article

Understanding Meta-Ethnography in Health Professions Education Research

Victoria Luong, Margaret Bearman, Anna MacLeod

(2023), Vol. 15, pp. 40-45, Journal of Graduate Medical Education, Chicago, Ill., C1

journal article

Technology Complements Physical Examination and Facilitates Skills Development among Health Sciences Clerkship Students: An Integrative Literature Review

J Lees, M Bearman, T Risor, L Sweet

(2023), Vol. 2, pp. 109-119, Perspectives on medical education, Houten, The Netherlands, C1

journal article

Data as symptom: Doctors' responses to patient-provided data in general practice

C Haase, R Ajjawi, M Bearman, J Brodersen, T Risor, K Hoeyer

(2023), Social Studies of Science, London, Eng., C1

journal article

Meaning making about performance: A comparison of two specialty feedback cultures

M Bearman, R Ajjawi, D Castanelli, C Denniston, E Molloy, N Ward, C Watling

(2023), Vol. 57, pp. 1010-1019, Medical Education, London, Eng., C1

journal article

How does assessment drive learning? A focus on students' development of evaluative judgement

Juan Fischer, Margaret Bearman, David Boud, Joanna Tai

(2023), pp. 1-13, Assessment & Evaluation in Higher Education, London, Eng., C1

journal article

Producing the global graduate: academic labour and imagined futures in critical times

Ros Black, Matthew Thomas, Margaret Bearman

(2023), pp. 1-18, Pedagogy Culture and Society, London, Eng., C1

journal article

The role of feedback in supporting trainees who underperform in clinical environments

Rola Ajjawi, Margaret Bearman, Elizabeth Molloy, Christy Noble

(2023), Vol. 10, pp. 01-08, Frontiers in Medicine, Lausanne, Switzerland, C1

journal article

Characteristics of productive feedback encounters in online learning

L Jensen, M Bearman, D Boud

(2023), pp. 1-15, Teaching in Higher Education, London, Eng., C1

journal article

Learning to work with the black box: Pedagogy for a world with artificial intelligence

Margaret Bearman, Rola Ajjawi

(2023), Vol. 54, pp. 1160-1173, British Journal of Educational Technology, London, Eng., C1

journal article

Assessment of student learning in undergraduate research engagement

Lilia Mantai, Christopher Swain, Margaret Bearman, Angela Brew

(2023), pp. 1-15, Higher Education Research and Development, London, Eng., C1

journal article

A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy

Simon Buckingham Shum, Lisa-Angelique Lim, David Boud, Margaret Bearman, Phillip Dawson

(2023), Vol. 20, pp. 1-42, International Journal of Educational Technology in Higher Education, Berlin, Germany, C1

journal article

Digital education for health professionals in India: a scoping review of the research

L Jensen, A Buhl, S Hussain, A Karan, F Konradsen, M Bearman

(2023), Vol. 23, pp. 1-11, BMC Medical Education, London, Eng., C1

journal article

Belonging as flickering and in flux in academic work: a collective biography

K Gravett, R Ajjawi, M Bearman, J Holloway, R Olson, N Winstone

(2023), pp. 1-15, International Journal of Qualitative Studies in Education, London, Eng., C1

journal article

From authentic assessment to authenticity in assessment: broadening perspectives

R Ajjawi, J Tai, M Dollinger, P Dawson, D Boud, M Bearman

(2023), pp. 1-12, Assessment and Evaluation in Higher Education, London, Eng., C1

journal article

The why, the what and the so what of a qualitative empirical research article

K Hoeyer, M Bearman

(2023), Vol. 24, pp. 95-105, Focus on Health Professional Education, Herston, Qld., C1

journal article

Beyond emergency remote teaching: did the pandemic lead to lasting change in university courses?

J Broadbent, R Ajjawi, M Bearman, D Boud, P Dawson

(2023), Vol. 20, pp. 1-20, International Journal of Educational Technology in Higher Education, London, Eng., C1

journal article

Assessor discomfort and failure to fail in clinical performance assessments

Catherine Scarff, Margaret Bearman, Neville Chiavaroli, Stephen Trumble

(2023), Vol. 23, pp. 1-8, BMC Medical Education, London, Eng., C1

journal article

Data driven or data informed? How general practitioners use data to evaluate their own and colleagues' clinical work in clusters

C Haase, M Bearman, J Brodersen, T Risor, K Hoeyer

(2023), pp. 1-18, Sociology of Health and Illness, London, Eng., C1

journal article
2022

The utility of new technologies in the future of sport education

Jonathan Robertson, Margaret Bearman

(2022), pp. 75-83, Education in Sport and Physical Activity: Future Directions and Global Perspectives, London, Eng., B1

book chapter

"HOW TO LOOK AT IT DIFFERENTLY": Negotiating more inclusive assessment design with student partners

J Dargusch, L Harris, M Bearman

(2022), pp. 211-221, Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment, London, Eng., B1

book chapter

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

journal article

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

journal article

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

journal article

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

(2022), Vol. 27, pp. 215-228, Advances in Health Sciences Education, Netherlands, C1

journal article

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), Vol. 84, pp. 827-844, Higher Education, Berlin, Germany, C1

journal article

How is theory used in assessment and feedback research? A critical review

J Nieminen, M Bearman, J Tai

(2022), pp. 1-18, Assessment and Evaluation in Higher Education, London, Eng., C1

journal article

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

L Jensen, M Bearman, D Boud, F Konradsen

(2022), Vol. 84, pp. 1143-1162, Higher Education, Berlin, Germany, C1

journal article

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

journal article

Designing assessment in a digital world: an organising framework

M Bearman, J Nieminen, R Ajjawi

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

journal article

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

L Jensen, M Bearman, D Boud, F Konradsen

(2022), Vol. 84, pp. 1163-1164, Higher Education, Berlin, Germany, C1

journal article

Designing the digital in authentic assessment: is it fit for purpose?

J Nieminen, M Bearman, R Ajjawi

(2022), pp. 1-15, Assessment and Evaluation in Higher Education, London, Eng., C1

journal article

The influence of psychological safety on feedback conversations in general practice training

R Ajjawi, M Bearman, M Sheldrake, K Brumpton, M O'Shannessy, M Dick, M French, C Noble

(2022), Vol. 56, pp. 1096-1104, Medical Education, England, C1

journal article

Life-on-campus or my-time-and-screen: identity and agency in online postgraduate courses

M Bearman, R Ajjawi, M O’Donnell

(2022), pp. 1-16, Teaching in Higher Education, Oxford, Eng., C1

journal article

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

journal article

The assessment challenge of social and collaborative learning in higher education

D Boud, M Bearman

(2022), pp. 1-10, Educational Philosophy and Theory, London, Eng., C1

journal article
2021

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

book chapter

Underperformance in Clinical Education: Challenges and Possibilities

Margaret Bearman

(2021), pp. 1-14, Clinical Education for the Health Professions, Singapore, B1

book chapter

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

journal article

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

journal article

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

journal article

'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, C1

journal article

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

journal article

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

M Bearman, R Ajjawi, S Bennett, D Boud

(2021), Vol. 26, pp. 637-651, Advances in Health Sciences Education, Netherlands, C1

journal article

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

journal article

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, England, C1

journal article

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

journal article

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

L Jensen, M Bearman, D Boud

(2021), Vol. 173, Computers and Education, C1

journal article

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

journal article
2020

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

book chapter

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

book chapter

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

book chapter

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

book chapter

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

journal article

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

journal article

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

journal article

Approaching culture in medical education: three perspectives

C Watling, R Ajjawi, M Bearman

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

journal article

"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, Nurse Education Today, Scotland, C1

journal article

Working with underperformance in surgical training: Educational strategies for supervisors

M Bearman

(2020), Vol. 29, Seminars in Pediatric Surgery, United States, C1

journal article

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

A Gamble, D Nestel, M Bearman

(2020), Vol. 91, Nurse Education Today, Scotland, C1

journal article

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

journal article

Power and adolescent simulated patients: A qualitative exploration

A Gamble, D Nestel, M Bearman

(2020), Vol. 48, Nurse Education in Practice, Scotland, C1

journal article

Re-imagining University Assessment in a Digital World

M Bearman, Phillip Dawson, R Ajjawi, J Tai, D Boud

(2020), Berlin, Germany, A7

edited book

We were never friends

Margaret Bearman

(2020), Sydney, N.S.W., JO3

Non-Traditional Research Output
2019

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

book chapter

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

book chapter

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

book chapter

Key Concepts in Qualitative Research Design

Margaret Bearman

(2019), pp. 73-78, Healthcare Simulation Research, Berlin, Germany, B1

book chapter

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

book chapter

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

book chapter

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

E Molloy, M Bearman

(2019), Vol. 53, pp. 32-41, Medical Education, England, C1

journal article

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

journal article

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

journal article

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

M Peddle, L Mckenna, M Bearman, D Nestel

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

journal article

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

journal article

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

journal article

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 article

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

journal article

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

journal article

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-A MULTIDISCIPLINARY JOURNAL, C1

journal article
2018

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

book chapter

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

book 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

book chapter

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

book chapter

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 article

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 article

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 article

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

journal article

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

journal article

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

journal article

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

M Peddle, M Bearman, N Radomski, L McKenna, D Nestel

(2018), Vol. 8, BMJ Open, England, C1

journal article

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 article
2017

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

book chapter

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 article

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 article

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

journal article

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

journal article
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, England, C1-1

journal article

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 article

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 article

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, BMC Medical Education, England, C1-1

journal article

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 article

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 article

"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 article

Quality and literature reviews: beyond reporting standards

M Bearman

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

journal article

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

journal article
2015

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

book 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

book chapter

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 article

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 article

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 article
2014

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

book 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

book 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

book chapter

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 article

Simulated patient methodology: theory, evidence and practice

D Nestel, M Bearman

(2014), London, Eng., A7-1

edited book
2013

Simulation-based medical education

M Bearman, P Andreatta, D Nestel

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

book chapter

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 article

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 article

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 article
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 article

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 article

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 article

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 article
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 article

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 article

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 article
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 article
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 article

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 article
2003

Is virtual the same as real? Medical students' experiences of a virtual patient

M Bearman

(2003), Vol. 78, pp. 538-545, Academic Medicine, Philadelphia, Pa., C1-1

journal article
2001

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 article

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
1998

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

conference

Funded Projects at Deakin

Other Public Sector Funding

Equivalencies, standards and adjustments: re-inventing inclusive assessment practices in exam settings

Dr Joanna Tai, 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, 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, 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

Prof Margaret Bearman, Scott Preston, 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, A/Prof Kelli Nicola-Richmond

EduGrowth Limited

  • 2022: $30,471
  • 2021: $32,000

More than the individual: transforming feedback practices within disciplinary cultures in medicine.

Prof Margaret Bearman, Prof Rola Ajjawi

College of Intensive Care Medicine of Australia & New Zealand, Royal Australasian College of Surgeons

  • 2023: $4,545
  • 2022: $31,817

Analysis and expert inputs on online and blended learning in India

Prof Margaret Bearman

Novo-Nordisk Foundation

  • 2024: $11,082
  • 2023: $28,237

Developing a framework to support occupational therapy student performance and evaluative judgement in clinical placement

A/Prof Kelli Nicola-Richmond, Prof Margaret Bearman, Dr Kristie Harper, A/Prof Danielle Hitch, Ms Sally Hunter, Ms Emma Breuer

ANZAHPE Research Grants - Australian & New Zealand Association for Health Professional Educators

  • 2024: $9,903

Supervisions

Principal Supervisor
2022

Damian John Castanelli

Thesis entitled: How can 'assessment for learning' meaningfully contribute to programmatic assessment?

Doctor of Philosophy (Education), School of Education

Executive Supervisor
2024

Christoffer Bjerre Haase

Thesis entitled: Datafying Diagnosis: Data Work in General Practice

Doctor of Philosophy (Joint, Uni of Copenhagen), School of Education

2023

Lasse Jensen

Thesis entitled: Feedback in Online Higher Education

Doctor of Philosophy (Joint, Uni of Copenhagen), School of Education

Associate Supervisor
2022

Juan Camilo Fischer Rodriguez

Thesis entitled: Evaluative Judgement in undergraduate physics: A Practice Architectures perspective

Doctor of Philosophy (Education), School of Education