Published: March 30, 2025

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, supporting professional development. Despite this emerging interest, a comprehensive understanding of how currently used in mental health education, the challenges associated with its adoption, remains limited. This scoping review aims to identify characterize current applications teaching learning It also seeks document reported facilitators barriers integration within contexts. A systematic search was conducted across six electronic databases (MEDLINE, PubMed, Embase, PsycINFO, EBM Reviews, Google Scholar) from inception October 2024. The followed PRISMA-ScR guidelines. Studies were included if they focused on or psychology, described use an tool, discussed at least one facilitator barrier education. Data extracted study characteristics, population, application, outcomes, facilitators, barriers. Study quality appraised using several design-appropriate tools. From 6219 records, 10 studies met inclusion criteria. Eight categories identified: decision support, creation, therapeutic tools monitoring, administrative research assistance, natural language processing, program/policy development, student/applicant Key availability tools, positive learner attitudes, digital infrastructure, time-saving features. Barriers limited training, ethical concerns, lack literacy, algorithmic opacity, insufficient curricular integration. overall methodological moderate high. being range functions training assessment support. While potential outcomes clear, successful requires addressing ethical, technical, pedagogical Future efforts should focus faculty institutional policies guide responsible effective use. underscores importance interdisciplinary collaboration ensure safe, equitable, meaningful adoption

Language: Английский