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
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
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
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
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
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
(2022), Assessment and Evaluation in Higher Education, C1
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
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
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
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, 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
Royal Australasian College of Surgeons, College of Intensive Care Medicine of Australia & New Zealand
- 2022: $31,817
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