SynthesisAge and ageing2026
Microlearning to teach geriatric principles in hospitals: a systematic review and meta-analysis.
Synthesis in Age and ageing, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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.
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Authors and funding
5 authors.
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Abstract
backgroundHospital-based education in geriatric medicine is often limited in availability and accessibility. Microlearning is defined as short, on-the-go, focused educational interventions (<15 minutes) and offers a practical way to deliver key geriatrics concepts in time-constrained environments. This systematic review investigated the effectiveness of microlearning to learn geriatric medicine principles for hospital-based clinicians.
methodsThis systematic review with meta-analysis (PROSPERO: CRD42023422522) involved a comprehensive search across five databases. Studies evaluating microlearning interventions for hospital-based clinicians (medical, nursing and allied health) were included. Two independent reviewers conducted title/abstract screening and full-text review. Effectiveness was assessed using Kirkpatrick model, which evaluates educational outcomes across four levels: participant reaction, learning, behaviour and clinical practice. Data were synthesised narratively, and meta-analysis conducted using random-effects model. Study quality and risk of bias were assessed using Medical Education Research Quality Instrument and Newcastle-Ottawa scale-education.
resultsOf 15 232 articles retrieved, 15 met inclusion criteria, mostly pre-post implementation studies (11/15, 73%). Common interventions included bedside teaching (6/15, 40.0%), pocket cards (5/15, 33.3%) and e-modules (4/15, 27%), focusing on delirium (9/15, 60%) and dementia (3/15, 20%). Of 40 educational outcomes measured, 90% showed positive results, and 30% were statistically significant. Meta-analysis indicated significant improvements in delirium knowledge (SMD 0.80, 95% CI 0.49-1.10, P < .00001) and recognition (SMD 0.91, 95% CI 0.10-1.72, P = .03).
conclusionMicrolearning shows promise as an effective educational intervention for learning geriatric medicine principles, particularly recognising delirium. Further research is needed to assess impact on patient outcomes and guide implementation in current training programs.
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