The “Talk-to-Me” MOOC intervention for suicide prevention and mental health education among tertiary students: Protocol of a multi-site cross-over randomised controlled trial

Milbourn, Ben; Black, Melissa H.; Afsharnejad, Bahareh; Snyman, Zelma; Baker-Young, Ellie; Thompson, Craig; McGarry, Sarah; Scott, Melissa; Clifford, Rhonda; Zimmermann, Frank; Kacic, Viktor; Hasking, Penelope; Romanos, Marcel; Bölte, Sven; Girdler, Sonya

doi:10.1016/j.cct.2021.106645

Cited by 12 publications

(9 citation statements)

References 37 publications

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“…As discussed in the protocol of the present study [ 22 ], based on previous studies employing SIRI-2 as a primary outcome measure [ 20 ] and allowing for large attrition of over 100%, researchers aimed to recruit at least 170 participants. It is postulated that the onset of the COVID-19 pandemic negatively impacted study recruitment.…”

Section: Discussionmentioning

confidence: 99%

“…Following a pre-defined protocol [ 22 ] and in line with the CONSORT guidelines [ 23 ], this study employed a pragmatic classic crossover RCT design to evaluate the efficacy of an online mental health education and suicide awareness program (“Talk-to-Me”). The factors within this crossover design included Group (MOOC vs treatment as usual) and Periods (before and after the crossover).…”

Section: Methodsmentioning

confidence: 99%

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The efficacy of the “Talk-to-Me” suicide prevention and mental health education program for tertiary students: a crossover randomised control trial

Afsharnejad

Milbourn

Hayden‐Evans

et al. 2022

Eur Child Adolesc Psychiatry

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Despite suicide ideation being one of the most frequently reported health issues impacting tertiary students, there is a paucity of research evaluating the efficacy of preventive interventions aimed at improving mental health outcomes for students studying at two tertiary institutes. The current study evaluated the efficacy of the “Talk-to-Me” Mass Open Online Course (MOOC) in improving tertiary students’ abilities to support the mental health of themselves and their peers via a randomised controlled trial design, comparing them to a waitlist control group. Overall, 129 tertiary students (M = 25.22 years, SD = 7.43; 80% female) undertaking a health science or education course at two Western Australian universities were randomly allocated to either “Talk-to-Me” (n = 66) or waitlist control (n = 63) groups. The participants’ responses to suicidal statements (primary outcome), knowledge of mental health, generalised self-efficacy, coping skills, and overall utility of the program (secondary outcomes) were collected at three timepoints (baseline 10-weeks and 24-weeks from baseline). Assessment time and group interaction were explored using a random-effects regression model, examining changes in the primary and secondary outcomes. Intention-to-treat analysis (N = 129) at 10-weeks demonstrated a significant improvement in generalised self-efficacy for “Talk-to-Me” compared to the control group (ES = 0.36, p = .04), with only the “Talk-to-Me” participants reporting increased knowledge in responding to suicidal ideation (primary outcome). This change was sustained for 24 weeks. Findings provide preliminary evidence suggesting that the “Talk-to-Me” MOOC can effectively improve tertiary students’ mental health and knowledge of how to support themselves and others in distress. ACTRN12619000630112, registered 18-03-2019, anzctr.org.au.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

The efficacy of the “Talk-to-Me” suicide prevention and mental health education program for tertiary students: a crossover randomised control trial

Afsharnejad

Milbourn

Hayden‐Evans

et al. 2022

Eur Child Adolesc Psychiatry

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“…Positive self-belief in coping with everyday challenges was assessed via the general self-efficacy scale (GSE), a 10item self-report measure rated on a 4-point Likert scale (from 1 [not true at all] to 4 [exactly true]) with total scores ranging from 10 to 40 and higher scores demonstrating greater optimistic self-belief. A study evaluating the F I G U R E 1 "Talk-to-Me" Mass Open Online Course (MOOC) modules (Milbourn et al, 2022).…”

Section: Secondary Outcomesmentioning

confidence: 99%

“…The “Talk‐to‐Me” program is an online suicide prevention program aiming to enhance university students' capabilities in recognizing, responding, and preventing suicidal thoughts and behaviors in themselves and others (Milbourn et al, 2022), delivered by the popularized Mass Open Online Course (MOOC) platform EdX (Buhr et al, 2019). MOOCs are open‐access and freely available online courses, commonly combining course material with resources, videos, readings, and quizzes, enabling individuals to complete course content in their own time (McAulay et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Understanding the utility of “Talk‐to‐Me” an online suicide prevention program for Australian university students

Afsharnejad

Milbourn

Brown

et al. 2023

Suicide & Life Threat Behav

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Background: Australian university students are at risk of experiencing poor mental health, being vulnerable to self-harm and suicidal ideation. Aim: "Talk-to-Me" is a suicide ideation prevention Massive open online course (MOOC) previously showing it can support Western Australian university students' knowledge of identifying and responding to suicide ideation in themselves and others. Methods:A multi-site one-group pre-test/post-test design with a 12-week follow-up explored the efficacy of "Talk-to-Me" for university students Australiawide, evaluating the influence of 217 students

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“…Examples include research training for health professionals in low- and middle-income countries (LMICs) ( 48 ) and One Health education in Kakuma refugee camp in Kenya ( 49 ). MOOCs can be directed to help the most vulnerable, such as the “Talk-to-Me” MOOC intervention for suicide prevention and mental health education among tertiary students ( 50 ). MOOC content developed in collaboration with stakeholders, a design process coined as co-creation, offers a viable method of developing course material tailored to the needs of a specific population group, such as the MOOC to Improve Digital Health Literacy in Pregnant and Lactating Women ( 51 ).…”

Section: Introductionmentioning

confidence: 99%

A perspective of massive open online courses (MOOCs) and public health

Bettiol

Psereckis²,

MacIntyre

2022

Front. Public Health

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Massive open online courses (MOOCs) have emerged as an innovative educational technology relevant to and affecting higher education, professional development, and lifelong learning. This paper introduces the principles of MOOCs and reviews the development of these platforms over time. We reflect upon the considerable investment by institutions to develop, deliver and promote such courses, particularly in public health. While open to interpretation, the inherent power, influence, and effectiveness of MOOCs is unquestionable. The potential contribution of MOOCs to public health education is immense, with almost universal reach and access. However, apart from research into participant engagement and knowledge, MOOC-related research and evaluation continue to lag with the rapid proliferation of these courses in response to emerging challenges, as seen with the Coronavirus Disease 19 (COVID-19) pandemic. This makes analyzing the contribution of MOOCs to public health education, health promotion and community programs challenging. This perspective article provides a robust rationale for the necessity of MOOCs and their utility in upskilling health professionals and the general public. It builds on current knowledge to comprehensively explore the factors influencing the development, and application of MOOCs.

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The “Talk-to-Me” MOOC intervention for suicide prevention and mental health education among tertiary students: Protocol of a multi-site cross-over randomised controlled trial

Cited by 12 publications

References 37 publications

The efficacy of the “Talk-to-Me” suicide prevention and mental health education program for tertiary students: a crossover randomised control trial

The efficacy of the “Talk-to-Me” suicide prevention and mental health education program for tertiary students: a crossover randomised control trial

Understanding the utility of “Talk‐to‐Me” an online suicide prevention program for Australian university students

A perspective of massive open online courses (MOOCs) and public health

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