| Qualitative synthesis and systematic review in health professions education M Bearman, P Dawson Medical education 47 (3), 252-260, 2013 | 410 | 2013 |
| Systematic review methodology in higher education M Bearman, CD Smith, A Carbone, S Slade, C Baik, ... Higher Education Research & Development 31 (5), 625-640, 2012 | 361 | 2012 |
| Eliciting rich data: A practical approach to writing semi-structured interview schedules M Bearman Focus on Health Professional Education: A Multi-Professional Journal 20 (3 …, 2019 | 240 | 2019 |
| Learning empathy through simulation: a systematic literature review M Bearman, C Palermo, LM Allen, B Williams Simulation in healthcare 10 (5), 308-319, 2015 | 207 | 2015 |
| How technology shapes assessment design: Findings from a study of university teachers S Bennett, P Dawson, M Bearman, E Molloy, D Boud British Journal of Educational Technology 48 (2), 672-682, 2017 | 176 | 2017 |
| Embracing the tension between vulnerability and credibility:‘intellectual candour’in health professions education E Molloy, M Bearman Medical Education 53 (1), 32-41, 2019 | 147 | 2019 |
| Random comparison of ‘virtual patient’models in the context of teaching clinical communication skills M Bearman, B Cesnik, M Liddell Medical education 35 (9), 824-832, 2001 | 147 | 2001 |
| Support for assessment practice: developing the Assessment Design Decisions Framework M Bearman, P Dawson, D Boud, S Bennett, M Hall, E Molloy Teaching in Higher Education 21 (5), 545-556, 2016 | 146 | 2016 |
| Simulated patient methodology: theory, evidence and practice D Nestel, M Bearman John Wiley & Sons, 2014 | 133 | 2014 |
| Reframing assessment research: through a practice perspective D Boud, P Dawson, M Bearman, S Bennett, G Joughin, E Molloy Studies in Higher Education 43 (7), 1107-1118, 2018 | 122 | 2018 |
| How university teachers design assessments: a cross-disciplinary study M Bearman, P Dawson, S Bennett, M Hall, E Molloy, D Boud, G Joughin Higher Education 74, 49-64, 2017 | 117 | 2017 |
| Understanding feedback in online learning–A critical review and metaphor analysis LX Jensen, M Bearman, D Boud Computers & Education 173, 104271, 2021 | 114 | 2021 |
| Is virtual the same as real? Medical students' experiences of a virtual patient M Bearman Academic Medicine 78 (5), 538-545, 2003 | 111 | 2003 |
| Discourses of artificial intelligence in higher education: A critical literature review M Bearman, J Ryan, R Ajjawi Higher Education 86 (2), 369-385, 2023 | 105 | 2023 |
| 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 Medical education 54 (1), 33-39, 2020 | 102 | 2020 |
| “Thinking on your feet”—a qualitative study of debriefing practice K Krogh, M Bearman, D Nestel Advances in Simulation 1, 1-11, 2016 | 99 | 2016 |
| Virtual patients and nontechnical skills in undergraduate health professional education: an integrative review M Peddle, M Bearman, D Nestel Clinical Simulation in Nursing 12 (9), 400-410, 2016 | 87 | 2016 |
| Development of non-technical skills through virtual patients for undergraduate nursing students: An exploratory study M Peddle, L Mckenna, M Bearman, D Nestel Nurse education today 73, 94-101, 2019 | 80 | 2019 |
| Can a rubric do more than be transparent? Invitation as a new metaphor for assessment criteria M Bearman, R Ajjawi Studies in Higher Education 46 (2), 359-368, 2021 | 79 | 2021 |
| The power of simulation: a large‐scale narrative analysis of learners’ experiences M Bearman, J Greenhill, D Nestel Medical education 53 (4), 369-379, 2019 | 78 | 2019 |
