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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.

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BackgroundWith the number of the population with dementia set to rise to 1 million in 2025, the care and wellbeing of this group is a Government priority. The Berwick Report highlights the need for training in care, compassion, teamwork and engagement it is with these principles this course was developed.MethodologyThis one day interprofessional training includes six simulated scenarios focussed on assessment and management of a variety of Behavioural and Psychological Symptoms of Dementia (BPSD). The course aims to improve participants’ confidence in recognition, assessment and management of BPSD, and develop non-technical skills, like communication and leadership.Each scenario is debriefed using a simulation debrief model which allows participants to learn in a safe environment. The course was evaluated using pre and post course questionnaires with knowledge, confidence and attitude measures as well as a course evaluation tool with a free text box to provide feedback.ResultsData showed a statistically significant increase in knowledge in relation to treatment and management of patients with BPSD p < 0.0001 with a medium to large effect size [0.44]. There was also a statistically significant increase in the confidence of clinical management measures P < 0.0001, with a large effect [0.55].Participant’s responses stated training improved reflection and communication skills to promote more compassionate care. Respondents reported improvements in leadership skills and highlighted positive impact of training inter professionally, with increased understanding of other individuals’ and teams’ roles and responsibilities, as well as increased likelihood of consulting and involving these professionals.ConclusionsOur findings demonstrate that it is possible to improve healthcare professionals’ knowledge of and confidence in managing the BPSD of dementia using simulation. The application of this educational modality in this area is emerging. The interprofessional nature of the course is particular important due to the need to foster good collaborative practice in the care.ReferencesWadell A, Hodges BD. Psychiatric education and simulation: a review of the literature. Can J Psychiatry 2008;53(2):85–93Hammick M, Freeth D, Koppel I, Reeves S, Barr H. A best evidence systematic review of interprofessional education: BEME Guide no. 9. Med Teach 2007;29(8):735–751Department of Health. Prime Ministers challenge on Dementia 2020. Department of Health, 2014