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Microlearning to teach geriatric principles in hospitals: a systematic review and meta-analysis
Carol L Hunter1,2, Keerti Paida1, Tim J Wilkinson3
1Department of Geriatric Medicine, Concord Repatriation General Hospital, Concord, New South Wales, Australia.
Background:
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 geriatrics concepts in time-constrained environments. This systematic review investigated the effectiveness of microlearning to learn geriatric medicine principles for hospital-based clinicians.
Methods:
This 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.
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 (SMD 0.80, 95% CI 0.49-1.10, P < .00001) and recognition (SMD 0.91, 95% CI 0.10-1.72, P = .03).
Conclusion:
Microlearning 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.
Insights
Microlearning effectively teaches geriatric medicine principles to hospital clinicians, significantly improving delirium knowledge and recognition. Further research will explore patient outcome impacts.
Area of Science:
- Medical Education
- Geriatric Medicine
- Health Professions Education
Background:
- Hospital-based geriatric medicine education faces availability and accessibility challenges.
- Microlearning, defined as short, focused educational interventions (<15 minutes), offers a practical solution for time-constrained environments.
- This systematic review evaluates microlearning's effectiveness for hospital clinicians learning geriatric medicine.
Purpose of the Study:
- To systematically review and meta-analyze the effectiveness of microlearning interventions for hospital-based clinicians learning geriatric medicine principles.
- To assess the impact of microlearning on various educational outcomes, including participant reaction, learning, behavior, and clinical practice.
- To identify common microlearning strategies and topics within geriatric medicine education.
Main Methods:
- A systematic review and meta-analysis of studies evaluating microlearning for hospital clinicians (medical, nursing, allied health).
- Comprehensive database searches were conducted, with two independent reviewers screening titles, abstracts, and full texts.
- Effectiveness was assessed using the Kirkpatrick model, with data synthesized narratively and via meta-analysis. Study quality was evaluated using established instruments.
Main Results:
- Fifteen studies met inclusion criteria, with most being pre-post implementation designs (73%).
- Common interventions included bedside teaching, pocket cards, and e-modules, focusing on delirium and dementia.
- Ninety percent of 40 educational outcomes showed positive results, with 30% being statistically significant. Meta-analysis confirmed significant improvements in delirium knowledge and recognition.
Conclusions:
- Microlearning demonstrates potential as an effective educational strategy for geriatric medicine principles, especially for delirium recognition.
- Significant improvements in delirium knowledge and recognition were observed through meta-analysis.
- Further research is recommended to evaluate the impact on patient outcomes and inform implementation in training programs.
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