Biography
Margaret Bearman is a Research 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 researching higher and clinical education, Margaret has written over 100 publications and regularly publishes in the highest ranked journals in her fields. Recognition for her work, includes Program Innovation awards from the Australian Office of Learning and Teaching and Simulation Australasia. Margaret’s interests include: assessment/feedback, digital education, and sociomateriality.
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.
Selected Keynotes
Keynote speaker, 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
M Dunn, P Dawson, M Bearman, J Tai
(2021), Vol. 40, pp. 234-246, Higher Education Research and Development, Abingdon, Eng., C1
Feedback that helps trainees learn to practice without supervision
Margaret Bearman, James Brown, Catherine Kirby, Rola Ajjawi
(2021), Vol. 96, pp. 205-209, Academic medicine, Hagerstown, Md., C1
Invoking culture in medical education research: a critical review and metaphor analysis
M Bearman, P Mahoney, J Tai, D Castanelli, C Watling
(2021), pp. 1-9, Medical education, Chichester, Eng., C1
Feedback that works: a realist review of feedback interventions for written tasks
Rola Ajjawi, Fiona Kent, Jaclyn Broadbent, Joanna Tai, Margaret Bearman, David Boud
(2021), pp. 1-14, Studies in higher education, Abingdon, Eng., C1
A Gamble, M Bearman, D Nestel
(2021), pp. 1-7, BMJ Simulation and Technology Enhanced Learning, London, Eng., C1
Brandi Fox, Margaret Bearman, Robin Bellingham, Andrea North-Samardzic, Simona Scarparo, Darci Taylor, Mathew Thomas, Michael Volkov
(2021), pp. 1-16, British journal of educational technology, Chichester, Eng., C1
Understanding feedback in online learning - a critical review and metaphor analysis
Lasse Jensen, Margaret Bearman, David Boud
(2021), Vol. 173, pp. 1-12, Computers & education, Amsterdam, The Netherlands, C1
Exploring the notion of teacher feedback literacies through the theory of practice architectures
J Tai, M Bearman, K Gravett, E Molloy
(2021), pp. 1-13, Assessment and Evaluation in Higher Education, London, Eng., C1
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, Cham, Switzerland, C1
Approaching culture in medical education: three perspectives
C Watling, R Ajjawi, M Bearman
(2020), Vol. 54, pp. 289-295, Medical education, Chichester, Eng., C1
M Peddle, M Bearman, L McKenna, D Nestel
(2020), Vol. 88, pp. 1-7, Nurse education today, Amsterdam, The Netherlands, C1
How conceptualising respect can inform feedback pedagogies
J Zhou, P Dawson, J Tai, M Bearman
(2020), pp. 1-13, Assessment and Evaluation in Higher Education, London, Eng., C1
Working with underperformance in surgical training: educational strategies for supervisors
M Bearman
(2020), Vol. 29, pp. 1-3, Seminars in pediatric surgery, Amsterdam, The Netherlands, C1
A Gamble, D Nestel, M Bearman
(2020), Vol. 91, pp. 1-6, Nurse education today, Amsterdam, The Netherlands, C1
How a centralised approach to learning design influences students: a mixed methods study
M Bearman, S Lambert, M O'Donnell
(2020), pp. 1-14, Higher Education Research and Development, Abingdon, Eng., C1
Power and adolescent simulated patients: a qualitative exploration
Andrée Gamble, Debra Nestel, Margaret Bearman
(2020), Vol. 48, pp. 1-7, Nurse Education in Practice, Amsterdam, The Netherlands, C1
Margaret Bearman, Rola Ajjawi, Sue Bennett, David Boud
(2020), Advances in Health Sciences Education, Dordrecht, The Netherlands, 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, 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, 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
Elizabeth Molloy, Margaret Bearman
(2019), Vol. 53, pp. 32-41, Medical education, Chichester, Eng., C1
The power of simulation: a large-scale narrative analysis of learners' experiences
Margaret Bearman, Jennene Greenhill, Debra Nestel
(2019), Vol. 53, pp. 369-379, Medical education, Chichester, Eng., C1
Keeping mum in clinical supervision: private thoughts and public judgements
Catherine Scarff, Margaret Bearman, Neville Chiavaroli, Steve Trumble
(2019), Vol. 53, pp. 133-142, Medical education, Chichester, Eng., C1
Monica Peddle, Lisa Mckenna, Margaret Bearman, Debra Nestel
(2019), Vol. 73, pp. 94-101, Nurse education today, Amsterdam, The Netherlands, C1
Trainees' perspectives of assessment messages: a narrative systematic review
Catherine Scarff, Margaret Bearman, Neville Chiavaroli, Steve Trumble
(2019), Vol. 53, pp. 221-233, Medical education, Chichester, Eng., C1
Theory, a lost character? As presented in general practice education research papers
James Brown, Margaret Bearman, Catherine Kirby, Elizabeth Molloy, Deborah Colville, Debra Nestel
(2019), Vol. 53, pp. 443-457, Medical education, Chichester, Eng., C1
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
Can a rubric do more than be transparent? Invitation as a new metaphor for assessment criteria
M Bearman, R Ajjawi
(2019), pp. 1-10, Studies in higher education, Abingdon, Eng., C1
Performing standards: a critical perspective on the contemporary use of standards in assessment
R Ajjawi, M Bearman, D Boud
(2019), pp. 1-14, Teaching in higher education, Abingdon, Eng., C1
Along the axes of difference: setting scholarship and practice agendas for faculty development
G Reedy, M Bearman
(2019), Vol. 39, pp. 260-264, The journal of continuing education in the health professions, [Philadelphia, Pa.], C1
M Bearman
(2019), Vol. 20, pp. 1-11, Focus on health professional education, Herston, Qld., 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
Margaret Bearman, Joanna Tai, Fiona Kent, Vicki Edouard, Debra Nestel, Elizabeth Molloy
(2018), Vol. 23, pp. 29-41, Advances in health sciences education, Cham, Switzerland, C1
Physiotherapy clinical educators' perspectives on a fitness to practice initiative
Kristin Lo, Heather Curtis, Alison Francis-Cracknell, Stephen Maloney, Wendy Nickson, Margaret Bearman, Jennifer Keating
(2018), Vol. 34, pp. 41-53, Physiotherapy theory and practice: an international journal of physical therapy, Abingdon, Eng., C1
Monica Peddle, Margaret Bearman, Natalie Radomski, Lisa Mckenna, Debra Nestel
(2018), Vol. 8, pp. 1-9, BMJ open, London, Eng., C1
From 'seeing through' to 'seeing with' : Assessment criteria and the myths of transparency
M Bearman, Rola Ajjawi
(2018), pp. 1-8, Frontiers in education, Lausanne, Switzerland, C1
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, Chichester, Eng., C1
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
Actor-network theory and the OSCE: formulating a new research agenda for a post-psychometric era
Margaret Bearman, Rola Ajjawi
(2017), Vol. 23, pp. 1037-1049, Advances in Health Sciences Education, Dordrecht, The Netherlands, C1
Physiotherapy clinical educators' perceptions of student fitness to practise
Kristin Lo, Heather Curtis, Jennifer Keating, Margaret Bearman
(2017), Vol. 17, BMC Medical Education, London, Eng., C1-1
Clinical supervision training across contexts.
J Tai, M Bearman, V Edouard, F Kent, D Nestel, E Molloy
(2016), Vol. 13, pp. 262-266, Clinical teacher, London, Eng., C1-1
Support for assessment practice: developing the assessment design decisions framework
M Bearman, P Dawson, D Boud, S Bennett, M Hall, E Molloy
(2016), Vol. 21, pp. 545-556, Teaching in higher education, London, Eng., C1
Experiences of physical therapists working in the acute hospital setting: systematic review
B Lau, E Skinner, K Lo, M Bearman
(2016), Vol. 96, pp. 1317-1332, Physical therapy, Cary, N.C., C1-1
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
M Peddle, M Bearman, D Nestel
(2016), Vol. 12, pp. 400-410, Clinical simulation in nursing, Philadelphia, Pa., C1-1
A systematic review: children & adolescents as simulated patients in health professional education
A Gamble, M Bearman, D Nestel
(2016), Vol. 1, pp. 1-16, Advances in simulation, London, Eng., C1-1
"Thinking on your feet"-a qualitative study of debriefing practice
K Krogh, M Bearman, D Nestel
(2016), Vol. 1, pp. 1-11, Advances in simulation, London, Eng., C1-1
Quality and literature reviews: beyond reporting standards
M Bearman
(2016), Vol. 50, pp. 382-384, Medical education, London, Eng., C1
Supervisor perspectives on the summative in-training assessment
Catherine Scarff, Margaret Bearman, Robert Corderoy
(2016), Vol. 57, pp. 128-134, Australasian journal of dermatology, Chichester, Eng., C1-1
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
Trust, power, and learning in workplace‐based assessment: the trainee perspective
Damian Castanelli, Jennifer Weller, Elizabeth Molloy, Margaret Bearman
(), Medical Education, C1
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
- 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
- 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
- 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, A/Prof Rola Ajjawi, Dr Christy Noble, Prof Elizabeth Molloy, Megan O'Shannessy
- 2021: $20,800
Supervisions
No completed student supervisions to report