Aims: Hospital-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 geriatric concepts in time-constrained environments. This systematic review investigated the effectiveness of microlearning to teach geriatric medicine principles to hospital-based clinicians.
Methods: Registered with PROSPERO, the review involved a comprehensive literature search across five databases. Studies evaluating microlearning interventions for hospital clinicians (medical, nursing, allied health) were included. Two independent reviewers conducted title/abstract screening and full-text review. Effectiveness was assessed using the Kirkpatrick model, which evaluates training across four levels: participant reaction, learning outcomes, behavioural change, and impact on clinical practice. Data were synthesised narratively, and meta-analysis was conducted using the random-effects model. Study quality and risk of bias were assessed using Medical Education Research Quality Instrument (MERSQI) and the Newcastle-Ottawa Scale-Education (NOS-E).
Results: Of 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 (SMD0.80, 95%CI 0.49-1.10, p<0.00001) and recognition (SMD0.91, 95%CI 0.10-0.72, p=0.03).
Conclusions: Microlearning shows promise as an effective educational intervention for teaching geriatric medicine principles particularly delirium. Further research is needed to assess its impact on patient outcomes and guide its implementation in current training programs.