Accepted for/Published in: JMIR Medical Education
Date Submitted: Feb 20, 2025
Date Accepted: Sep 16, 2025
Training the digital clinician: a mixed-methods study evaluating the prevalence of digital mental health education and curriculum integration within New Zealand psychology and psychiatry programmes
ABSTRACT
Background:
The importance of digital health education is widely recognised; however, structural and knowledge deficits hinder its effective integration into training and on-the-job upskilling programmes. Tackling these challenges will equip clinicians to navigate the fast-evolving digital mental health landscape confidently.
Objective:
To investigate the prevalence of digital health education and training needs for New Zealand mental health clinicians’ and trainees’ including how psychology and psychiatry teaching programs are including e-health and digital mental health tools in their curriculums.
Methods:
A mixed method study was conducted between August 2021 and February 2022: 1) a survey of mental health clinicians and trainees investigating existing and desired training in digital mental health tools, 2) follow-up in-depth one-on-one interviews with a sub-sample of survey participants, 3) in-depth one-on-one interviews with educators (program/curriculum coordinators) within psychology and psychiatry training programs.
Results:
The study comprised a survey of 118 clinicians, follow-up interviews with 17 clinicians, and interviews with four programme directors of relevant training programmes. Survey results revealed that 75% of clinicians had not received formal digital health training, yet 69% had engaged in self-directed learning. Interest in further training was strong, with 83% expressing moderate to high interest. Two key themes emerged from the clinician interviews: (1) openness to upskilling, reflecting a willingness to learn, and (2) barriers of time and leadership, highlighting challenges in accessing training due to workloads and limited institutional support. From the programme director interviews, three themes were identified: (1) curriculum overload, reflecting difficulties incorporating new content into already crowded programmes; (2) uncertainty and inconsistency, with educators unsure about the scope and delivery of digital mental health education; and (3) growth and future potential, highlighting optimism about integrating digital health training into curricula.
Conclusions:
Findings reveal a pressing gap in formal digital health training for clinicians despite widespread interest and enthusiasm for upskilling. Key barriers—time constraints, limited institutional leadership, and a lack of educator expertise—are slowing progress. Clinical Trial: N/A
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