Old Dog, New Tricks? Exploring the Potential Functionalities of ChatGPT in Supporting Educational Methods in Social Psychiatry
Abstract
BACKGROUND: Artificial Intelligence is ever-expanding and large-language models are increasingly shaping teaching and learning experiences. ChatGPT is a prominent recent example of this technology and has generated much debate around the benefits and disadvantages of chatbots in educational domains. AIM: This study seeks to demonstrate the possible use-cases of ChatGPT in supporting educational methods specific to social psychiatry. METHODS: Through interactions with ChatGPT 3.5, we asked this technology to list six ways in which it could aid social psychiatry teaching. Subsequently, we requested that ChatGPT perform one of the tasks it identified in its responses. FINDINGS: ChatGPT highlighted several roles it could fulfil in educational settings, including as an information provider, a tool for debates and discussions, a facilitator of self-directed learning and a content-creator for course materials. For the latter scenario, based on another prompt, ChatGPT generated a hypothetical case vignette for a topic relevant to social psychiatry. CONCLUSIONS: Based on our experiences, ChatGPT can be an effective teaching tool, offering opportunities for active and case-based learning for students and instructors in social psychiatry. However, in their current form, chatbots have several limitations that must be considered, including misinformation and inherent biases, although these may only be temporary in nature as these technologies continue to advance. Accordingly, we argue that large-language models can support social psychiatry education with appropriate caution and encourage educators to become attuned to their potential through further detailed research in this area.
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GenAI tools can provide information and customized learning plans, generate feedback, and offer complementary learning resources to students at any time.
“For example, GenAI tools can provide information and customized learning plans, generate feedback, and offer complementary learning resources to students at any time [10,11].”
From Using Generative Artificial Intelligence Tools to Explain and Enhance Experiential Learning for Authentic Assessment (2024) · cites this paper as [11]
The GAI-generated case in Smith and colleagues' study included several signs of emotional disorders, indicating a need for further refinement.
“However, it included several signs of emotional disorders, highlighting a need for further refinement.”
From Applications, Challenges, and Prospects of Generative Artificial Intelligence Empowering Medical Education: Scoping Review (2025) · cites this paper as [52]
In Smith and colleagues' study, GAI produced a case of an immigrant with mental health concerns that met fundamental educational objectives.
“In Smith and colleagues’ [52] study, GAI was assigned the task of creating a case of an immigrant with mental health concerns, as this group may require specialized social psychiatry interventions. The results indicated that GAI was able to produce a case that met fundamental educational objectives.”
From Applications, Challenges, and Prospects of Generative Artificial Intelligence Empowering Medical Education: Scoping Review (2025) · cites this paper as [52]
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Transformação digital na criação de conteúdo: Uma análise do perfil do usuário do ChatGPT
Santos, D. D. B., Brinkhues, R., Rosa, J. C. D. O., Frantz, B., & Gonçalves, B. (2025) · International Journal of Innovation · doi:10.5585/2025.27451
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Pre-service english teachers’ tendency to integrate ChatGPT into exam routines: a metaphor analysis
Çepni, S. B., & Çetinkaya, Ş. E. (2026) · SN Social Sciences · doi:10.1007/s43545-026-01500-x
- Authors
- Smith, A., Hachen, S., Schleifer, R., Bhugra, D., Buadze, A., & Liebrenz, M.
- Affiliations
- University of Bern (CH)
- King's College London (GB)
- University of Zurich (CH)
- Corresponding author
- Smith, Alexander
- Venue
- International Journal of Social Psychiatry
- Publisher
- SAGE Publications
- Published
- 2023-06-30
- Volume
- 69
- Issue
- 8
- Pages
- 1882-1889
- ISSN
- 0020-7640 (ISSN-L)
- 1741-2854
- OpenAlex
- W4382776712
- Cited by
- 57
- References
- 42
- Citations by year
- 2026: 4 · 2025: 21 · 2024: 25 · 2023: 7
- FWCI
- 2.31
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Journal of Social Psychiatry (publishedVersion)
- PubMed (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Bern Open Repository and Information System (University of Bern) (submittedVersion)
- Topics
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Keywords
- ChatGPT, large language models, educational chatbots, case-based learning, self-directed learning, misinformation, algorithmic bias, medical education technology
- MeSH terms
- Artificial Intelligence, Community Psychiatry, Educational Status, Humans, Language, Students
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