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Psychiatry in transition: an assessment in the context of societal change

Aims: To explore how global challenges such as climate change, artificial intelligence (AI), and migration intersect with generational change among psychiatric trainees and reshape specialist training. Methods: An integrative review drawing on symposium contributions and a comprehensive literature r...

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Hauptverfasser: Wedmann, Fabian (Verfasst von) , Albasini, Francesco (Verfasst von) , Davidson, Robert (Verfasst von) , Mayr, Adele (Verfasst von) , Conca, Andreas (Verfasst von)
Dokumenttyp: Article (Journal)
Sprache:Englisch
Veröffentlicht: December 2026
In: Annals of general psychiatry
Year: 2026, Jahrgang: 25, Heft: 1, Pages: 1-10
ISSN:1744-859X
DOI:10.1186/s12991-026-00637-6
Online-Zugang:Verlag, kostenfrei, Volltext: https://doi.org/10.1186/s12991-026-00637-6
Volltext
Verfasserangaben:Fabian Max Wedmann, Francesco Albasini, Robert Davidson, Adele Mayr and Andreas Conca
Beschreibung
Zusammenfassung:Aims: To explore how global challenges such as climate change, artificial intelligence (AI), and migration intersect with generational change among psychiatric trainees and reshape specialist training. Methods: An integrative review drawing on symposium contributions and a comprehensive literature review to assess the evolving priorities and challenges in psychiatric training. Results: Younger psychiatrists increasingly prioritize work-life balance, sustainability, and participatory learning environments. However, gaps remain in integrating climate-related knowledge, transcultural competence, AI literacy and neurodevelopmental disorders within psychiatric curricula. Generational tensions and traditional hierarchical structures further complicate training. Conclusions: A new training model is needed that fosters mutual understanding between generations, encourages reflective dialogue, and supports collaborative learning. Preparing psychiatrists for the future requires updated content and a commitment to relational transformation and co-created educational practices.
Beschreibung:Online veröffentlicht: 26. Februar 2026, Artikelversion: 1. April 2026
Gesehen am 20.04.2026
Beschreibung:Online Resource
ISSN:1744-859X
DOI:10.1186/s12991-026-00637-6

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