Psychiatric education in medical training: a scoping review of curricular innovations, teaching strategies, and assessment methods.
- 1Department of Nursing, Ibn Sina College for Health Professions, Nablus University for Vocational and Technical Education, Nablus, 00970, Palestine. [email protected].
- 2Department of Nursing, Ibn Sina College for Health Professions, Nablus University for Vocational and Technical Education, Nablus, 00970, Palestine.
Abstract
Background
Mental disorders contribute substantially to global disease burden, yet persistent deficiencies remain in medical trainees' readiness to identify, diagnose, and treat patients with mental health conditions. Main barriers include stigma, outdated curricula, insufficient clinical practice, and regional differences in mental health services.Objectives
This scoping review systematically mapped existing research on educational innovations, learning approaches, and evaluation instruments in psychiatric education for medical learners (2015-2026), with formal quality appraisal using a JBI-adapted tool.Methods
Following JBI methodology and PRISMA-ScR guidelines, a systematic search was conducted across MEDLINE, Embase, PsycINFO, and Scopus. The PCC model guided eligibility. Two reviewers independently selected articles and extracted data. A ten-item JBI-adapted quality appraisal checklist was applied to all included studies. The evidence base comprised 34 primary empirical studies (77.3%) and 10 secondary or contextual sources (22.7%).Results
Of 3,682 articles identified, 44 met inclusion criteria 34 primary empirical studies (77.3%) and 10 secondary sources (22.7%). Most originated from the United States (54.5%), focusing on undergraduate learners (88.6%). Quality appraisal revealed only 34.1% used validated measures, 20.5% included follow-up, and 18.2% fully met control group criteria. Thematic analysis identified five themes: curricular innovations, educational approaches, assessment methods, Kirkpatrick-classified outcomes, and implementation barriers/facilitators. While all 44 reported Level 1 and Level 2 outcomes, measured in primary studies and discussed in secondary sources, no studies measured Level 3 behavioral change or Level 4 patient outcomes.Conclusions
The absence of Level 3 and Level 4 evidence represents a major limitation and priority for future research; it does not imply health systems cannot invest in psychiatric education, but that the evidence base has not yet demonstrated translation to improved clinical behaviors or patient outcomes. Future research should prioritize longitudinal and system-level evaluation with validated behavioral and patient-level outcome measures.
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BibTeX
@article{aqtam2026psychiatric,
title = {{Psychiatric education in medical training: a scoping review of curricular innovations, teaching strategies, and assessment methods.}},
author = {Ibrahim Aqtam and Khulud Mansor and Mustafa Shouli},
journal = {International journal of mental health systems},
year = {2026},
month = aug,
doi = {10.1186/s13033-026-00724-x},
url = {https://europepmc.org/article/MED/42958325},
note = {CC BY-NC-ND},
}
RIS
TY - JOUR
TI - Psychiatric education in medical training: a scoping review of curricular innovations, teaching strategies, and assessment methods.
AU - Ibrahim Aqtam
AU - Khulud Mansor
AU - Mustafa Shouli
PY - 2026
DA - 2026/08/02
JO - International journal of mental health systems
DO - 10.1186/s13033-026-00724-x
UR - https://europepmc.org/article/MED/42958325
AB - Background Mental disorders contribute substantially to global disease burden, yet persistent deficiencies remain in medical trainees' readiness to identify, diagnose, and treat patients with mental health conditions. Main barriers include stigma, outdated curricula, insufficient clinical practice, and regional differences in mental health services.Objectives This scoping review systematically mapped existing research on educational innovations, learning approaches, and evaluation instruments in psychiatric education for medical learners (2015-2026), with formal quality appraisal using a JBI-adapted tool.Methods Following JBI methodology and PRISMA-ScR guidelines, a systematic search was conducted across MEDLINE, Embase, PsycINFO, and Scopus. The PCC model guided eligibility. Two reviewers independently selected articles and extracted data. A ten-item JBI-adapted quality appraisal checklist was applied to all included studies. The evidence base comprised 34 primary empirical studies (77.3%) and 10 secondary or contextual sources (22.7%).Results Of 3,682 articles identified, 44 met inclusion criteria 34 primary empirical studies (77.3%) and 10 secondary sources (22.7%). Most originated from the United States (54.5%), focusing on undergraduate learners (88.6%). Quality appraisal revealed only 34.1% used validated measures, 20.5% included follow-up, and 18.2% fully met control group criteria. Thematic analysis identified five themes: curricular innovations, educational approaches, assessment methods, Kirkpatrick-classified outcomes, and implementation barriers/facilitators. While all 44 reported Level 1 and Level 2 outcomes, measured in primary studies and discussed in secondary sources, no studies measured Level 3 behavioral change or Level 4 patient outcomes.Conclusions The absence of Level 3 and Level 4 evidence represents a major limitation and priority for future research; it does not imply health systems cannot invest in psychiatric education, but that the evidence base has not yet demonstrated translation to improved clinical behaviors or patient outcomes. Future research should prioritize longitudinal and system-level evaluation with validated behavioral and patient-level outcome measures.
SN - 1752-4458
ER -