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Background Distress and burnout among medical and psychology professionals are commonly reported and have implications for the quality of patient care delivered. Already in the course of university studies, medicine and psychology students report mental distress and low life satisfaction. There is a need for interventions that promote better coping skills in students in order to prevent distress and future burnout. This study examines the effect of a seven-week Mindfulness-Based Stress Reduction (MBSR) programme on mental distress, study stress, burnout, subjective well-being, and mindfulness of medical and psychology students. Methods A total of 288 students (mean age = 23 years, 76% female) from the University of Oslo and the University of Tromsø were randomly allocated to an intervention or control group. The control group continued with their standard university courses and received no intervention. Participants were evaluated using self-reported measures both before and after the intervention. These were: the ‘General Health Questionnaire, Maslach Burnout Inventory Student version, Perceived Medical School Stress, Subjective Well-being, and Five Facet Mindfulness Questionnaire’ and additional indices of compliance. Results Following the intervention, a moderate effect on mental distress (Hedges’g 0.65, CI = .41, .88), and a small effect on both subjective well-being (Hedges’g 0.40, CI = .27, .63) and the mindfulness facet ‘non-reacting’ (Hedges’g 0.33, CI = .10, .56) were found in the intervention group compared with the control group. A higher level of programme attendance and reported mindfulness exercises predicted these changes. Significant effects were only found for female students who additionally reported reduced study stress and an increase in the mindfulness facet ‘non-judging’. Gender specific effects of participation in the MBSR programme have not previously been reported, and gender differences in the present study are discussed. Conclusion Female medical and psychology students experienced significant positive improvements in mental distress, study stress, subjective well-being and mindfulness after participating in the MBSR programme. Trial registration NCT00892138

Background Moral competence and anxiety are essential factors in medical and psychology education, but evidence on how these variables interact across different testing conditions is limited. The present study examined whether moral competence differs between medical and psychology students, how it relates to anxiety levels, and whether test format and duration influence outcomes. Methods A total of 717 students (620 medical, 97 psychology) completed the Moral Competence Test (MCT) and the State-Trait Anxiety Inventory (STAI). Participants were systematically (quasi-randomly) assigned to an online or paper-based version of the tests. Test duration was recorded in both formats. Group differences were analyzed using generalized linear models, with additional attention to the relationship between completion time and moral competence. Results Psychology students scored higher in moral competence than medical students, while anxiety remained elevated among medical students. Female students reported significantly higher trait anxiety than male students. No significant differences were found between online and paper-based formats in moral competence or anxiety outcomes. Longer test duration was associated with higher moral competence among medical students, although this relationship was correlational and should be interpreted cautiously. Conclusions Findings confirm that moral competence declines during medical education while anxiety persists at a higher level, particularly among female students. In contrast, psychology students demonstrated stable or higher moral competence. The absence of differences between online and paper-based formats suggests that both are suitable for assessing moral competence and anxiety in academic settings. The observed association between test duration and moral competence highlights a potential area for further research but should not be interpreted causally.

The introduction of computer-based testing in high-stakes examining in higher education is developing rather slowly due to institutional barriers (the need of extra facilities, ensuring test security) and teacher and student acceptance. From the existing literature it is unclear whether computer-based exams will result in similar results as paper-based exams and whether student acceptance can change as a result of administering computer-based exams. In this study, we compared results from a computer-based and paper-based exam in a sample of psychology students and found no differences in total scores across the two modes. Furthermore, we investigated student acceptance and change in acceptance of computer-based examining. After taking the computer-based exam, fifty percent of the students preferred paper-and-pencil exams over computer-based exams and about a quarter preferred a computer-based exam. We conclude that computer-based exam total scores are similar as paper-based exam scores, but that for the acceptance of high-stakes computer-based exams it is important that students practice and get familiar with this new mode of test administration.

The declaration of the coronavirus disease 2019 (COVID-19) pandemic in March 2020 has impacted all of society and had unprecedented, transformational effects on professional psychology training within just a few months. This review gathers knowledge from the leaders of three of the main training partners in Canada, the Canadian Council of Professional Psychology Programs (CCPPP), the Accreditation Panel of the Canadian Psychological Association, and the Association of Canadian Psychology Regulatory Organisations (ACPRO), as well as the Editor of Canadian Psychology. We share our experiences and learnings about the profound effect COVID-19 has had on academic programs, internships, accreditation, and regulatory functions. The review discusses the training pathway from student learner to licensed psychologist; the prominent educational, advocacy, and regulatory bodies associated with psychology training in Canada; pandemic-related challenges to training; an ethical decision-making framework developed for the Canadian context that may help in mitigating these challenges; the resulting guiding and aspirational principles for decision making during the pandemic; and personal examples of the pandemic's impact on our roles and affiliated organisations. Although the COVID-19 pandemic has created many challenges for professional training, the pandemic has also been a catalyst for change within the profession, encouraging expansion of tele-education and telehealth practices. The pandemic has encouraged enhanced communication within the whole training community, consensus-based ethical decision making, and has encouraged a focus on defining our professional priorities. The professional psychology training community has faced and will continue to face multifaceted and complex problems as a result of the pandemic. In the end, however, we hope to emerge from the COVID-19 pandemic as a more resilient, reflective, and cohesive professional psychology training community. Public Significance Statement The COVID-19 pandemic has been present for a relatively short period of time and has caused large disruptions to professional psychology training. In Canada, all aspects of the professional psychology training pathway, from student learner to licensed psychologist, have been impacted; in this review, we detail the most prominent challenges for academic programs, internships, and accreditory and regulatory bodies. We also discuss the opportunities that have arisen to enhance our professional psychology training, including tele-education and telehealth, enhanced communication and collaboration between all training partners, and practicing and refining our ethical decision making. In summary, we leave the readership with a few aspirational thoughts from our learnings and experiences, including the value of being community-focused and student-centred where feasible; facilitating equity, diversity, and inclusion; and being transparent and humble in our communication and knowledge in this rapidly evolving situation. La déclaration de la pandémie de coronavirus 2019 (COVID-19), en mars 2020, a touché toute la société et a eu des effets transformationnels sans précédent sur la formation en psychologie professionnelle en quelques mois seulement. La présente étude recueille les connaissances des dirigeants de trois des principaux partenaires de formation au Canada, le Conseil canadien des programmes de psychologie professionnelle (CCPPP), le Groupe d'agrément de la Société canadienne de psychologie, et l'Association des organisations canadiennes de réglementation en psychologie (AOCRP), ainsi que le rédacteur en chef de Canadian Psychology. Nous partageons nos expériences et nos apprentissages concernant l'effet profond de la COVID-19 sur les programmes scolaires, les stages, l'accréditation et les fonctions réglementaires. L'étude discute du parcours de formation : étudiant à psychologue agréé; des principaux organismes éducatifs, de défense des droits et de réglementation associés à la formation en psychologie au Canada; des défis de formation liés à la pandémie; de l'élaboration d'un cadre de prise de décisions pour le contexte canadien pouvant aider à atténuer ces défis; des principes directeurs et ambitieux qui en résultent pour la prise de décisions pendant la pandémie; et des exemples personnels de l'impact de la pandémie sur nos rôles et nos organisations affiliées. Bien que la pandémie de COVID-19 ait posé de nombreux défis pour la formation professionnelle, elle a également été un catalyseur du changement au sein de la profession, favorisant l'expansion des pratiques de télééducation et de télésanté. La pandémie a favorisé une meilleure communication au sein de la communauté de formation entière, des prises de décision éthiques fondées sur un consensus et nous a encouragés à définir nos priorités professionnelles. La communauté de formation en psychologie professionnelle a été confrontée à des problèmes complexes et aux multiples facettes à la suite de la pandémie. Or, en fin de compte, nous espérons sortir de la pandémie de COVID-19 en tant que communauté de formation professionnelle en psychologie plus résiliente, plus réfléchie et plus cohésive.

ABSTRACT Background: Incorporating artificial intelligence (AI) as standardized patients (SPs) in psychology education may enhance experiential learning and student confidence. The aim of the study was to analyze the effectiveness of using AI-based simulations to develop communication skills and influence psychology students’ affective state. Method: A mixed-methods intervention study was conducted with 31 third-year psychology students. Participants engaged in clinical simulations using ChatGPT as an SP. Quantitative data on affective state, communication attitudes, and perceptions of knowledge and skills were collected pre- and post-intervention via questionnaires. Qualitative data were obtained through open-ended questions and a focus group. Data were analyzed using repeated measures ANOVA and thematic analysis. Results: Significant reductions in negative affect and increases in perceived knowledge and skills were observed post-intervention. No significant changes were found in communication attitudes. Qualitative findings supported the quantitative results, indicating improved confidence and reduced anxiety during simulated patient interactions. Conclusions: Utilizing AI as SPs is an effective pedagogical tool that enhances experiential learning, increases student confidence in professional skills, and positively influences the affective state. This innovative approach offers a valuable supplement to traditional teaching methods in psychology education.

The 17 global goals of the United Nations Sustainable Development Goals (SDGs) are a call to action for governments and organizations around the world to work towards a sustainable future for all people and the planet. Human behaviour is directly or indirectly tied to all of the SDGs; therefore, psychology as a discipline is critical to their achievement. In this article, we-a team of 12 psychology educators from eight countries (three from the Global South) representing six continents-outline connections between psychology and the SDGs. We argue that psychology education at the foundational undergraduate level should integrate the SDGs into curricula. We describe the framework of psychological literacy that we believe is central to a strong undergraduate education in psychology and outline its conceptual relationship to the SDGs. We then describe the International Competences for Undergraduate Psychology, which explicitly mention the SDGs, but are also closely linked to them across all seven International Competences for Undergraduate Psychology competence categories (psychological knowledge, psychological research methodologies and methods, and the five psychology-relevant areas: values and ethics; cultural responsiveness and diversity; critical thinking and problem-solving; communication and interpersonal skills; and personal and professional development). Finally, psychology educators from six countries (Aotearoa New Zealand, Australia, Brazil, Cameroon, India, and the United States) describe teaching and assessment strategies that harness both the International Competences for Undergraduate Psychology and the SDGs. These strategies offer examples to spur psychology educators to consider how they might make these connections in their own classes and curricula and in their own culture and context. Les 17 Objectifs de développement durable (ODD) des Nations Unies tiennent lieu d'appel à l'action invitant les gouvernements et organismes du monde entier à œuvrer en faveur d'un avenir durable pour l'humanité et la planète. Le comportement humain est directement ou indirectement lié à tous les ODD. Aussi la psychologie en tant que discipline est-elle donc essentielle à leur réalisation. Dans cet article, nous - à savoir une équipe de 12 professeurs en psychologie de huit pays (dont trois du Sud) représentant six continents - mettons en évidence les liens entre la psychologie et les ODD. Nous faisons valoir que les ODD devraient être intégrés aux programmes fondamentaux d'enseignement de premier cycle en psychologie. Nous définissons un cadre de « littératie psychologique » (psychological literacy), qui, selon nous, est un élément fondamental d'un programme robuste d'enseignement de premier cycle en psychologie, et décrivons les liens conceptuels d'un tel cadre avec les ODD. Nous décrivons ensuite les Compétences internationales des études de premier cycle en psychologie (International Competences for Undergraduate Psychology, ou ICUP), qui font explicitement mention des ODD, mais qui sont aussi étroitement liées aux ODD à travers leurs sept catégories de compétences (connaissances en psychologie, méthodologies et méthodes de recherche en psychologie, ainsi que les cinq domaines pertinents pour la psychologie : valeurs et éthique; sensibilité culturelle et diversité; réflexion critique et résolution de problèmes; communications et compétences interpersonnelles; et perfectionnement personnel et professionnel). Enfin, des professeurs en psychologie de six pays (Aotearoa/Nouvelle-Zélande, Australie, Brésil, Cameroun, Inde et États-Unis) décrivent des stratégies d'enseignement et d'évaluation qui mettent à profit à la fois les ICUP et les ODD. Ces stratégies proposent des exemples pour inciter les professeurs œuvrant dans le domaine de la psychologie à envisager comment ils pourraient établir de tels liens, tant dans leurs propres cours et programmes qu'au regard de leur propre culture et de leur contexte unique. Public Significance Statement The field of psychology can contribute to the achievement of the United Nations Sustainable Development Goals (SDGs) because human behaviour is relevant to all of the goals, either directly or indirectly. We describe a set of foundational psychology competences (learning outcomes) that are linked to the SDGs and that could help educators to teach about the SDGs in undergraduate psychology units/courses. We also provide examples of teaching and assessment strategies from six countries.

Retaining a talented workforce is a crucial concern for any organization. This study aimed to examine the level and predictors of organizational commitment among Ethiopian public university instructors. The objectives were to measure the levels of emotional intelligence, effective communication, and organizational commitment; test the relationships among these variables, and investigate whether emotional intelligence and effective communication predict organizational commitment. A total of 654 instructors from Ethiopian public universities participated in this study. They were randomly selected using random sampling and completed a survey questionnaire adapted to the Ethiopian public university context. The data were analyzed using one-sample t-tests, correlations, multiple linear regressions, and mediation analysis. The results showed that the instructors had high levels of emotional intelligence and effective communication but low levels of organizational commitment. There were significant positive correlations among these variables. Effective communication partially mediated the relationship between emotional intelligence and organizational commitment. It was the strongest predictor of organizational commitment, followed by emotional intelligence. These predictors explained 18.9% of the variance in organizational commitment. The study concluded that emotional intelligence and effective communication are vital for enhancing organizational commitment among university instructors. The study recommends that relevant stakeholders pay attention to these issues and provide training and support for instructors to improve their skills, attitudes, and competencies.

Objective To evaluate benefits for postnatal women of two psychologically informed interventions by health visitors.Design Prospective cluster trial randomised by general practice, with 18 month follow-up.Setting 101 general practices in Trent, England.Participants 2749 women allocated to intervention, 1335 to control.Intervention Health visitors (n=89 63 clusters) were trained to identify depressive symptoms at six to eight weeks postnatally using the Edinburgh postnatal depression scale (EPDS) and clinical assessment and also trained in providing psychologically informed sessions based on cognitive behavioural or person centred principles for an hour a week for eight weeks. Health visitors in the control group (n=49 38 clusters) provided usual care.Main outcome measures Score ≥12 on the Edinburgh postnatal depression scale at six months. Secondary outcomes were mean Edinburgh postnatal depression scale, clinical outcomes in routine evaluation-outcome measure (CORE-OM), state-trait anxiety inventory (STAI), SF-12, and parenting stress index short form (PSI-SF) scores at six, 12, 18 months.Results 4084 eligible women consented and 595 women had a six week EPDS score ≥12. Of these, 418 had EPDS scores available at six weeks and six months. At six months, 34% women (93/271) in the intervention group and 46% (67/147) in the control group had an EPDS score ≥12. The odds ratio for score ≥12 at six months was 0.62 (95% confidence interval 0.40 to 0.97, P=0.036) for women in the intervention group compared with women in the control group. After adjustment for covariates, the odds ratio was 0.60 (0.38 to 0.95, P=0.028). At six months, 12.4% (234/1880) of all women in the intervention group and 16.7% (166/995) of all women in the control group had scores ≥12 (0.67, 0.51 to 0.87, P=0.003). Benefit for women in the intervention group with a six week EPDS score ≥12 and for all women was maintained at 12 months postnatally. There was no differential benefit for either psychological approach over the other.Conclusion Training health visitors to assess women, identify symptoms of postnatal depression, and deliver psychologically informed sessions was clinically effective at six and 12 months postnatally compared with usual care.Trial registration ISRCTN92195776.

M-learning refers to the learning that takes advantage of mobile technologies. Although research shows enhanced educational outcomes from m-learning in some Asian countries, the generalizability to postgraduate clinical psychology training in Singapore remains unclear. Current professional standards in clinical psychology training emphasize the importance of attainment of clinical competencies in trainees. Although learning theories indicated potential for m-learning to be incorporated into the local clinical psychology curriculum, trainees’ perspectives have not been adequately explored on m-learning. The study aimed to address this gap by exploring the use of m-learning via a novel smartphone application in clinical psychology training using mixed-methods design. Eight clinical psychology trainees between the ages of 26 to 43 years old (mean age of 31.75, SD = 5.49) enrolled in a relevant coursework subject were recruited. Participants were randomly allocated to the experimental and control groups. The experimental group accessed the novel application weekly, from week 1 to week 6, and participants in the control group accessed the application after week 6. Participants from both groups completed a brief demographic questionnaire, and the following scales New General Self-Efficacy Scale adapted for Education (NGSES-E) and self-reported scale of learning outcomes (SLO). The qualitative study explored how participants perceived and experienced the novel application. Participants from the experimental group were invited to provide open-ended responses about the novel application. Data were analyzed using thematic analysis. Results from the qualitative analysis yielded four themes of: Convenience, preferred learning style, building confidence, and putting theory into practice. Findings from the qualitative study were consistent with previous studies about advantages of m-learning: That the e-platform was convenient, the learning style was engaging, which helped to build confidence, and facilitate practical learning of skills. The qualitative results were helpful in understanding the users’ perspectives and experience of the novel application, indicating that future research in this innovative area is necessary. However, the quantitative outcomes were not significant, limitations would be discussed, and recommendations made for future research.

Artificial intelligence (AI) is increasingly integrated into health care, 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. This scoping review aimed to identify and characterize current applications of AI in the teaching and learning of psychiatry and psychology. It also sought to document reported facilitators of and barriers to the integration of AI within educational contexts. A systematic search was conducted across 6 electronic databases (MEDLINE, PubMed, Embase, PsycINFO, EBM Reviews, and Google Scholar) from inception to October 2024. The review followed Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guidelines. Studies were included if they focused on psychiatry or psychology, described the use of an AI tool, and discussed at least 1 facilitator of 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. From 6219 records, 10 (0.2%) 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 (NLP), program/policy development, students' study aid, 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. AI is being used across a range of educational functions in psychiatry and psychology, from clinical training to assessment and administrative support. Although 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.