Are Psychiatry Faculty Prepared to Guide AI Use? A National Survey

Area of Science:

• Medical Education
• Artificial Intelligence
• Psychiatry Training

Background:

• Artificial intelligence (AI) is increasingly relevant in medical education.
• Understanding psychiatry faculty's perspective on AI is crucial for curriculum development.

Purpose of the Study:

• To assess psychiatry faculty knowledge, use, and perceptions of AI in undergraduate medical education (UME) and graduate medical education (GME).
• To examine faculty awareness of institutional AI policies.

Main Methods:

• A national survey was distributed to UME and GME psychiatry program directors in the USA.
• The survey assessed AI use, attitudes, perceptions, and policy awareness.
• Data were analyzed using descriptive statistics and Fisher's exact test.

Main Results:

• Low awareness of institutional AI policies among UME (36%) and GME (57%) faculty.
• Limited faculty AI use (35.5% UME, 27.9% GME), primarily for research and content development.
• A majority perceived AI in medical education as beneficial (50% UME, 54.1% GME).

Conclusions:

• Psychiatry faculty show limited awareness of AI policies and minimal curriculum integration.
• There is a significant gap between student AI adoption and educational infrastructure.
• Development of faculty training, clear policies, and structured curricula is urgently needed.