Reducing ageism in healthcare: A systematic review of educational interventions and methodological insights.

Abstract

Ageism, defined as stereotypes, prejudice, and discrimination toward older adults, represents a global challenge with negative consequences for health, wellbeing, and quality of care. This review aimed to analyze the characteristics and effectiveness of educational interventions designed to reduce ageism in healthcare settings. A systematic review was conducted using PubMed, Embase, the Cumulative Index to Nursing and Allied Health Literature (CINAHL), and Scopus. Eleven primary studies met the inclusion criteria: 1) educational or training interventions targeting healthcare professionals or students; 2) primary studies; 3) quantitative or mixed-methods designs with extractable quantitative outcomes; 4) published between 2020 and 2025; and 5) articles in English or Spanish. Three main types of interventions were identified. First, gerontological education has shown promising effects, particularly when explicitly addressing ageism, although the evidence remains limited. Second, clinical simulation-based interventions yielded mixed results, especially when not supported by structured educational components. Third, empathy-focused interventions were insufficient to reduce ageist attitudes. Only 1 randomized trial was conducted among healthcare professionals. Educational multicomponent interventions, particularly those incorporating gerontological content, may help reduce ageism in healthcare settings. However, the available evidence is limited and heterogeneous, and remains largely restricted to student populations. Further methodologically robust studies, particularly among practicing healthcare professionals and in real clinical settings, are needed to determine whether improvements in attitudes translate into sustained changes in clinical practice.