Modified Team-Based Learning for Interprofessional Geriatric Emergency Medicine Training: Improved Knowledge Retention and High Learner Satisfaction

Older adults require dedicated healthcare approaches across all medical fields. Turkey currently lacks formal subspecialty training in geriatric emergency medicine (GEM). Consequently, interprofessional education for practitioners delivering GEM services is essential. Team-based learning (TBL) appears to be an effective method for such training. This study sought to design and implement a GEM training program for healthcare workers involved in these services and to assess the program in terms of participant and instructor satisfaction, as well as knowledge retention.This design-based study created a one-day GEM instructional program grounded in current evidence and expert perspectives. A modified TBL format was used to train 54 physicians, 98 nurses, 70 health officers, and 102 paramedics, ensuring each team had representatives from every discipline. Adjustments to TBL included a 1-hour lecture and the removal of peer evaluation. Evaluation tools comprised feedback surveys, individual and team assessments within the TBL process, and a retention test administered six months after training.Across all professions, team test scores exceeded individual test scores. Physicians scored higher than the other groups on the individual test; however, this difference was no longer present in the team assessment. Retention test performance surpassed the individual test mean but remained below team scores. Both instructor and learner satisfaction levels were high.The modified TBL-based program effectively delivered GEM content to multidisciplinary healthcare personnel and demonstrated favorable outcomes for knowledge acquisition, retention, and satisfaction. The instructional approach adopted here is suitable for broader applications in multidisciplinary team training.