Maudsley Simulation Research Articles

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

PurposeDuring 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/approachThis 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.FindingsBeyond 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 implicationsOptimising 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/valueFrom 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.

Lessons Learned: Implementing UK-Developed Interprofessional Simulation Training Courses in a Canadian Setting

In response to the need for practitioners to improve their skills in integrating mental and physical healthcare, the Centre for Addiction and Mental Health (CAMH) (Canada) invited education specialists from Maudsley Simulation (UK) to pilot two of their existing interprofessional simulation courses on the mental-physical interface in Toronto. Participants' experiences as well as the courses' educational impact were evaluated. Participants completed pre-and post-course questionnaires, a 2-week follow-up questionnaire, and individual interviews 6months after course completion. Participants (n = 23) found the courses to be relevant and applicable to their practice. Over half of the participants interviewed (8/15) reported changing their practice as a result of the course. However, concerns regarding the sociological fidelity of these courses within the Canadian context were noted. The findings support the transferability of interprofessional simulation courses developed in other countries. It is important, however, to contextualize course material to fit local healthcare systems and to ensure sociological fidelity where professional roles may vary.

The developmental stages of psychiatry: The role of mental health simulation across the psychiatrist's career-span

Introduction Mental health simulation refers to training that recreates real-life scenarios in safe environments using actors and technology, followed by structured debriefs, aiming to foster professional development and improve the quality of mental healthcare. Such training can overcome many challenges faced in training psychiatrists throughout their careers; from reduced patient contact in early careers due increased community-based care, to financial and time pressures of releasing senior psychiatrists (Brown et al., 2011). This presentation conceptualises a psychiatrist's career as 5 developmental stages; infancy, childhood, adolescence, adulthood, late adulthood. Aims To demonstrate the considerable potential of mental health simulation training in meeting training needs of psychiatrists. Method Maudsley Simulation, London, has successfully developed and evaluated courses for psychiatrists at all stages of training. Courses have been positively received, with evaluations and outcomes highlighted in more detail. Results Stage 1 – infancy. Specifically-designed courses to give medical students experience of mental health care. Stage 2 – childhood. Series of courses delivered directly to focus on the key skills of core psychiatry trainees in working with mental health patients. Stage 3 – adolescence. Various courses developed to foster core skills in experienced psychiatry trainees across community and hospital settings. Stage 4 – adulthood. Courses tailored to specialist areas of psychiatry such as perinatal mental health, or systemic and family approaches. Stage 5 – late adulthood. Training focused on developing skills for specific scenarios for senior psychiatrists, such as the Coroner's Court or Mental Health Tribunal. Conclusion Mental health simulation training can meet the training needs of psychiatrists throughout their careers with positive outcomes.