Facilitator reflections on online delivery of simulation-based mental health education during COVID-19

Purpose: During COVID-19, Maudsley Simulation successfully pivoted to fully online delivery of simulation-based education (SBE) in mental health. In migrating digitally, the simulation faculty experienced a range of new phenomena and challenges. The authors' experiences may be transferable to other specialities and for other educator groups. By sharing the authors' experiences, this study aims to support others adapt to online SBE. Design/methodology/approach: This piece represents the authors' collective reflections on the challenges of adapting their facilitation skills to the online environment. It also offers various suggestions on how to improve the learner experience in view of these challenges. Findings: Beyond merely platform orientation and operating procedure familiarisation, the team gained insights into ensuring optimal learning, engagement and participant experience during online deliveries. Delivery of online SBE brings several potential barriers to psychological safety and these warrant careful consideration by experienced simulationists. Practical implications: Optimising participant engagement and psychological safety remain key considerations despite this novel medium. Facilitators must be willing to adapt accordingly to begin delivering high-quality online SBE. Originality/value: From their experience, facilitators must reframe their debriefing expectations and adjust how they engage participants and manage group dynamics given the inherently different nature of this new learning environment.

PP12 Developing digital simulation: from design and testing to piloting remote delivery

BackgroundTo ensure Maudsley Simulation can continue to deliver simulation-based education (SBE) despite COVID-19, digital simulation was piloted. This decision represented pragmatism and innovation. The process from initial design and in-house testing to piloting remote deliveries led to learning for faculty and technicians across several domains. This experience will be useful for other faculties planning to develop digital simulation capability.Summary of WorkAn existing full-day course for psychiatric trainees was adapted and piloted online over a half-day. Testing was across two video-conferencing (VC) platforms, Kaltura and Zoom. Actors and participants were remote and relied on in-built laptop webcams and microphones. Faculty and technicians were mostly based at the centre. In-house testing and three half-day pilots were conducted. Implementation data were gathered across multiple newly identified domains incl.: pre-course issues, session launch and structure, engagement, transitions, audio-visual (AV) issues, connectivity, role assignment, actor management, platform-specific issues, optimal default platform settings, platform needs requests and course evaluation.Summary of ResultsThe project encompassed assessing the scope of learning objectives and engagement, a technology-neutral requirements analysis, identification of suitable VC platforms, platform testing, drafting of implementation guidelines and process mapping. These elements were incorporated into piloting cycles. Each piloting cycle was linked to an implementation and troubleshooting log to capture issues, fixes and actions. Throughout, qualitative feedback and observations on technical aspects were sought from faculty, technicians, actors and participants. All feedback fed into the piloting cycle. As the phases progressed, the log expanded to categorise issues thematically. Analysis of qualitative feedback and observations informed the learning design of each pilot phase.DiscussionRemote delivery introduces additional variables and layers of technical complexity (e.g., AV quality, device suitability, connectivity). Locating technical issues within a group in real-time presented significant challenges for technicians and facilitators alike. To mitigate this, front-loading responsibility by specifying technical requirements in invite emails, the use of induction video content and pre-course orientation and testing was helpful. Operationally-speaking, clearly delineating the technician role toward assertive issue management and moderator chat supervision supported the team to limit disruptions.ConclusionFrom our testing, Zoom offered greater stability and functionality with platform stability and concurrency agreed upon as the foremost considerations. The process identified new faculty development needs regarding online facilitation. In the context of COVID-19, digital simulation represents a potentially valuable modality via which to deliver remote SBE. There are additional benefits in terms of scalability and accessibility.ClassificationEducational innovation.