Applications of Artificial Intelligence in Psychiatry and Psychology Education: Scoping Review
BackgroundArtificial intelligence (AI) is increasingly integrated into health care, including psychiatry and psychology. In educational contexts, AI offers new possibilities for enhancing clinical reasoning, personalizing content delivery, and supporting professional developm...
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| Format: | Article |
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JMIR Publications
2025-07-01
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| Series: | JMIR Medical Education |
| Online Access: | https://mededu.jmir.org/2025/1/e75238 |
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| author | Julien Prégent Van-Han-Alex Chung Inès El Adib Marie Désilets Alexandre Hudon |
| author_facet | Julien Prégent Van-Han-Alex Chung Inès El Adib Marie Désilets Alexandre Hudon |
| author_sort | Julien Prégent |
| collection | DOAJ |
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BackgroundArtificial intelligence (AI) is increasingly integrated into health care, including psychiatry and psychology. In educational contexts, AI offers new possibilities for enhancing clinical reasoning, personalizing content delivery, and supporting professional development. Despite this emerging interest, a comprehensive understanding of how AI is currently used in mental health education, and the challenges associated with its adoption, remains limited.
ObjectiveThis scoping review aimed to identify and characterize current applications of AI in the teaching and learning of psychiatry and psychology. It also sought to document reported facilitators of and barriers to the integration of AI within educational contexts.
MethodsA systematic search was conducted across 6 electronic databases (MEDLINE, PubMed, Embase, PsycINFO, EBM Reviews, and Google Scholar) from inception to October 2024. The review followed Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guidelines. Studies were included if they focused on psychiatry or psychology, described the use of an AI tool, and discussed at least 1 facilitator of or barrier to its use in education. Data were extracted on study characteristics, population, AI application, educational outcomes, facilitators, and barriers. Study quality was appraised using several design-appropriate tools.
ResultsFrom 6219 records, 10 (0.2%) studies met the inclusion criteria. Eight categories of AI applications were identified: clinical decision support, educational content creation, therapeutic tools and mental health monitoring, administrative and research assistance, natural language processing (NLP), program/policy development, students’ study aid, and professional development. Key facilitators included the availability of AI tools, positive learner attitudes, digital infrastructure, and time-saving features. Barriers included limited AI training, ethical concerns, lack of digital literacy, algorithmic opacity, and insufficient curricular integration. The overall methodological quality of included studies was moderate to high.
ConclusionsAI is being used across a range of educational functions in psychiatry and psychology, from clinical training to assessment and administrative support. Although the potential for enhancing learning outcomes is clear, its successful integration requires addressing ethical, technical, and pedagogical barriers. Future efforts should focus on AI literacy, faculty development, and institutional policies to guide responsible and effective use. This review underscores the importance of interdisciplinary collaboration to ensure the safe, equitable, and meaningful adoption of AI in mental health education. |
| format | Article |
| id | doaj-art-5ca89c918c544e7ba20833287dcf3a4e |
| institution | Kabale University |
| issn | 2369-3762 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | JMIR Publications |
| record_format | Article |
| series | JMIR Medical Education |
| spelling | doaj-art-5ca89c918c544e7ba20833287dcf3a4e2025-08-20T03:58:40ZengJMIR PublicationsJMIR Medical Education2369-37622025-07-0111e7523810.2196/75238Applications of Artificial Intelligence in Psychiatry and Psychology Education: Scoping ReviewJulien Prégenthttps://orcid.org/0009-0006-0200-5376Van-Han-Alex Chunghttps://orcid.org/0009-0004-4649-9887Inès El Adibhttps://orcid.org/0009-0005-6497-9857Marie Désiletshttps://orcid.org/0009-0001-6015-3178Alexandre Hudonhttps://orcid.org/0000-0002-4868-0928 BackgroundArtificial intelligence (AI) is increasingly integrated into health care, including psychiatry and psychology. In educational contexts, AI offers new possibilities for enhancing clinical reasoning, personalizing content delivery, and supporting professional development. Despite this emerging interest, a comprehensive understanding of how AI is currently used in mental health education, and the challenges associated with its adoption, remains limited. ObjectiveThis scoping review aimed to identify and characterize current applications of AI in the teaching and learning of psychiatry and psychology. It also sought to document reported facilitators of and barriers to the integration of AI within educational contexts. MethodsA systematic search was conducted across 6 electronic databases (MEDLINE, PubMed, Embase, PsycINFO, EBM Reviews, and Google Scholar) from inception to October 2024. The review followed Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guidelines. Studies were included if they focused on psychiatry or psychology, described the use of an AI tool, and discussed at least 1 facilitator of or barrier to its use in education. Data were extracted on study characteristics, population, AI application, educational outcomes, facilitators, and barriers. Study quality was appraised using several design-appropriate tools. ResultsFrom 6219 records, 10 (0.2%) studies met the inclusion criteria. Eight categories of AI applications were identified: clinical decision support, educational content creation, therapeutic tools and mental health monitoring, administrative and research assistance, natural language processing (NLP), program/policy development, students’ study aid, and professional development. Key facilitators included the availability of AI tools, positive learner attitudes, digital infrastructure, and time-saving features. Barriers included limited AI training, ethical concerns, lack of digital literacy, algorithmic opacity, and insufficient curricular integration. The overall methodological quality of included studies was moderate to high. ConclusionsAI is being used across a range of educational functions in psychiatry and psychology, from clinical training to assessment and administrative support. Although the potential for enhancing learning outcomes is clear, its successful integration requires addressing ethical, technical, and pedagogical barriers. Future efforts should focus on AI literacy, faculty development, and institutional policies to guide responsible and effective use. This review underscores the importance of interdisciplinary collaboration to ensure the safe, equitable, and meaningful adoption of AI in mental health education.https://mededu.jmir.org/2025/1/e75238 |
| spellingShingle | Julien Prégent Van-Han-Alex Chung Inès El Adib Marie Désilets Alexandre Hudon Applications of Artificial Intelligence in Psychiatry and Psychology Education: Scoping Review JMIR Medical Education |
| title | Applications of Artificial Intelligence in Psychiatry and Psychology Education: Scoping Review |
| title_full | Applications of Artificial Intelligence in Psychiatry and Psychology Education: Scoping Review |
| title_fullStr | Applications of Artificial Intelligence in Psychiatry and Psychology Education: Scoping Review |
| title_full_unstemmed | Applications of Artificial Intelligence in Psychiatry and Psychology Education: Scoping Review |
| title_short | Applications of Artificial Intelligence in Psychiatry and Psychology Education: Scoping Review |
| title_sort | applications of artificial intelligence in psychiatry and psychology education scoping review |
| url | https://mededu.jmir.org/2025/1/e75238 |
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