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

Abstract

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.

Impact of Mental Health Education with Digital Virtual Simulation Technology on the Health of College Students

“…O'Sullivan O P took personal experience as an example and hopes to assist others in better adapting to online mental health simulation teaching. The implementation of online mental health simulation teaching has a certain impact on the psychological safety of students [3]. Di Malta G found that low levels of well-being were associated with low emotional intimacy, high loneliness, and low academic achievement by analysing students who had achieved a threshold of clinical attention.…”

Theoretical Analysis of the Brain and Artificial Intelligence

“…Please refer to The model proposed by Onigata and Bunno [34] includes a control function for the motor neurons, specifically in the form of inverse modeling. According to O'Sullivan et al [35], action comprehension encompasses a broader mental process beyond mirror neurons, specifically referred to as "mental simulation" of action, as opposed to mere "mirroring". The mirror neurons (MNs) suggested by Bonfiglio [36] play a vital role in effectively achieving a mental act simulation.…”

Path of integration of psychological education and ideological education in colleges and universities for the cultivation of college students’ emotional regulation ability in the background of the Internet

“…Under the background of the Internet, college students breed new psychological problems, which must be intervened in a new form of education [7]. The development of information network technology, microblogging, microblogging, forums, websites and other platforms can provide richer resources for students' mental health education, and this intelligent and convenient way can not only meet the needs of students' personalized education but also communicate with students in real-time and pay close attention to student's mental health status [8][9][10]. With the advantage of the Internet platform, it can promote the transformation of college students' mental health education and enrich the form of education [11][12].…”

“…Yingtao Lin. Applied Mathematics and Nonlinear Sciences, 9(1) (2024)[1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17] …”