Technostress in the Era of Generative Artificial Intelligence: Mental Health Implications in Medical Education

Abstract

Objective Generative artificial intelligence (GenAI) has rapidly expanded across education. While its educational benefits are widely recognized, concerns are emerging regarding its potential psychological impact. This narrative review aimed to synthesize current evidence on GenAI-related technostress and associated mental health risks among medical trainees and educators. Methods A narrative review was conducted based on a systematic search of PubMed, supplemented by reference list tracking. Publications from January 2010 to January 2026 were considered, with emphasis on studies published after the release of ChatGPT in 2022. Results Emerging evidence suggests that GenAI use introduces increased demands, including cognitive monitoring burden, ambiguity regarding appropriate use, and performance-related pressures. These factors may contribute to technostress, digital fatigue, and emotional strain. Medical trainees appear particularly vulnerable due to high-stakes evaluation, academic integrity concerns, and ongoing professional identity formation, whereas educators more commonly experience role overload, techno-uncertainty, and concerns about professional displacement. Conceptual integration with stress–vulnerability and problematic technology use models suggests potential pathways linking GenAI exposure to anxiety, burnout, sleep disturbance, and dependency-like use patterns. Conclusion GenAI is emerging not only as a powerful educational tool but also as a potential source of technology-related psychological strain. Informing by psychiatric perspectives strategies and clear institutional guidance may be essential to maximize the benefits of GenAI while mitigating its unintended mental health risks in medical education settings. Psychiatry Investig 2026;23(4):437-441.