ArticleEuropean geriatric medicine2025
Teaching Comprehensive Geriatric Assessment (CGA) in medical education: a scoping review.
Article in European geriatric medicine, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
5 citing papers in PubMed.
- Why do residents choose to specialize in geriatric medicine?European geriatric medicine · 2026Article
- From Complexity to Competency: International Nursing Perspectives on Comprehensive Geriatric Assessment.Geriatrics (Basel, Switzerland) · 2026Article
- Geriatric rehabilitation in Germany, Austria, and Switzerland (DACH region): a current state analysis.European geriatric medicine · 2026Article
- European training requirements in geriatric medicine 2025: driving competency-based education and harmonisation across Europe.European geriatric medicine · 2026Article
- Tailored Therapeutic Strategies for Fetuses, Neonates, Pediatrics, Geriatrics, Athletes, and Critical Cases in the Era of Personalized Medicine.Diseases (Basel, Switzerland) · 2025Review
Corrections and comments
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
purposeTo gather and summarize evidence on educational and training formats for medical doctors in performing Comprehensive Geriatric Assessment (CGA) in under- and postgraduate medical education.
methodsA comprehensive literature review was conducted using the databases Medline, CINAHL, Cochrane and Embase to identify educational intervention studies and cohort studies related to CGA education and training for medical professionals. Additional references were incorporated through reference tracking. Studies included were then grouped according to competence level addressed during CGA trainings to create a current competence-based framework on educational tools to teach CGA to medical students and doctors.
resultsSixty eligible studies were identified, with 42 addressing the full implementation of CGA and 18 focusing on specific CGA domains. High variability in duration, intervention design and evaluation methods was consistently observed across the included studies.
conclusionThe findings underscore the need for further coordinated research in CGA education and training to consolidate evidence and pave the way to more innovative, high-quality healthcare systems capable of addressing the complexities of an aging society.
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Registered trials
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