Despite the rapid advancement of artificial intelligence (AI) in mental health care, significant adoption challenges persist. Mental health professionals (MHPs) often feel ill-equipped to integrate AI tools into their practice, citing gaps in AI literacy, ethical concerns, and uncertainty regarding implementation. Existing AI education primarily focuses on AI development, with little attention to specialty-specific needs. To bridge this gap, we developed and evaluated a continuing professional development (CPD) program designed explicitly for MHPs, using critical reflection as a core educational strategy. Critical reflection enables learners to assess real-world implications of AI in their practice and fosters informed, responsible integration of AI tools. This presentation will explore how a specialty-focused CPD program enhances AI literacy among MHPs, fostering confidence and readiness for AI adoption through active learning and reflection. 

Summary of Work 
This CPD program was developed as part of a broader integrated knowledge translation project aimed at transforming the mindset, skillset, and toolset of health professionals for responsible AI adoption. The program was designed to be both engaging and accessible, delivered synchronously online over four weeks. Each week, participants engaged with pre-readings, completed guided reflection assignments, attended live didactic lectures, and participated in case discussions with expert guest speakers—MHPs who had direct experience developing and using AI applications. 

The curriculum was structured around the Health Equity and Inclusion framework, ensuring discussions addressed ethical AI use and its impact on diverse populations. Reflection assignments encouraged participants to consider AI’s implications for their own practice and how to navigate potential challenges. Program evaluation incorporated multiple data sources, including pre- and post-course surveys, semi-structured interviews, and course artifacts such as reflections and discussion transcripts.  

Summary of Results 
The program enrolled 36 participants, with 76.9% (n=27) identifying as women and 50% (n=18) identifying as racialized persons. Participants represented a wide range of MHP roles, including nurses (42.3%), psychiatrists (11.5%), psychologists (7.7%), healthcare administrators (19.2%), and others (23.1%). Throughout the program, 106 reflection assignments were submitted, and 9 in-depth interviews were conducted post-program. 

Key findings from the evaluation include: (1) Learning directly from MHPs with AI experience facilitated greater knowledge transfer and increased confidence in discussing AI implementation; (2) Structured reflection assignments helped participants internalize content and critically evaluate AI’s role in their practice, enhancing receptivity toward its adoption; and (3) Clinician readiness was strongly linked to trust—both in their own ability to use AI ethically and in organizational support for AI integration. 

Discussion and Conclusion 
Our evaluation provided valuable insights into MHPs’ current perceptions of AI and highlighted actionable recommendations at the individual and organizational levels. At the individual level, fostering AI literacy requires addressing knowledge gaps, attitudes, and essential skills. Organizational readiness must support ethical AI use through policies, training, and leadership engagement. Specialty-specific CPD programs with real-world applications are essential for preparing MHPs for AI-augmented healthcare. Reflection-based learning strategies enhance understanding, confidence, and readiness for AI integration, offering a model for future educational initiatives in this evolving landscape. This data informed a new iteration of the course beginning this summer.