JMIR Publications

ABSTRACT

Background:

Artificial Intelligence (AI) is increasingly integrated into healthcare, 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.

Objective:

This scoping review aims to identify and characterize current applications of AI in the teaching and learning of psychiatry and psychology. It also seeks to document reported facilitators and barriers to the integration of AI within educational contexts.

Methods:

A systematic search was conducted across six electronic databases (MEDLINE, PubMed, Embase, PsycINFO, EBM Reviews, and Google Scholar) from inception to October 2024. The review followed PRISMA-ScR guidelines. Studies were included if they focused on psychiatry or psychology, described the use of an AI tool, and discussed at least one facilitator 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.

Results:

From 6219 records, 10 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, program/policy development, student/applicant support, 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.

Conclusions:

AI is being used across a range of educational functions in psychiatry and psychology, from clinical training to assessment and administrative support. While 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.