Technology-based interventions in psychiatry education mostly show positive short-term effects on knowledge, skills, confidence, and empathy, but evidence of sustained learning is inconsistent¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Across nine included trials, most demonstrated positive short-term effects on knowledge, diagnostic accuracy, skills, confidence, and empathy. → Mokhtari Saba 2026 q3 i? Evidence of sustained learning and long-term outcomes was inconsistent across the included studies. → Mokhtari Saba 2026

Evidence¶

Mokhtari Saba 2026¶

Mokhtari Saba, Mokhtari Asieh, Shariat Seyed Vahid, Nazeri Astaneh Ali, Shalbafan Mohammadreza. (2026). Innovative technologies in psychiatry education: a systematic review. BMC Medical Education. https://doi.org/10.1186/s12909-026-09573-1

q3 · i? · quant-synthesis · r2

Systematic review per PRISMA searching five databases to May 2025; nine studies met inclusion from 2,005 records. The review reports that "Most studies demonstrated positive short-term effects on knowledge, diagnostic accuracy, skills, confidence, and empathy." Risk of bias varied from low to moderate.

"Out of 2,005 initial records, nine studies met the inclusion criteria. Interventions included VPs (n = 4), HFSs (n = 2), comprehensive clinic simulators (n = 1), VR simulations (n = 1), and gamified mobile microlearning (n = 1). Most studies demonstrated positive short-term effects on knowledge, diagnostic accuracy, skills, confidence, and empathy."

Discussion¶

Related Claims¶

• Gamified mobile microlearning improved written exam scores but not global clinical performance assessments in psychiatry clerkship students — a narrower finding that bears on this claim
• Empathy and communication interventions show short-term gains but evidence on persistence over time is inconsistent — a broader claim this one bears on
• Study design moderates reported effects: RCTs gave more conservative or mixed results while non-randomized and uncontrolled designs more consistently reported positive effects — related
• Virtual patient simulations show mixed effects: improved diagnostic accuracy in one trial, no advantage over video teaching in another, and short-lived knowledge gains — related
• Controlled GenAI virtual-patient and communication studies reported short-term skill gains, but positive findings were not universal — related
• Evidence on long-term retention and transfer of clinical communication skills to clinical practice remained inconsistent or lacking across included reviews — a broader claim this one bears on
• Confidence gains after brief RaT workshops do not automatically translate into improved teaching performance — related