JMIR Publications

ABSTRACT

Background:

Structured educational programs for physicians in healthy longevity medicine (HLM) remain scarce. No published data yet document the clinical impact of longevity focused medical education. This study assesses the ramification of the HLM curriculum, certified by the American Council for Continuing Medical Education, on physicians’ knowledge and clinical practice.

Objective:

This study aimed to evaluate the impact of accredited HLM education on physicians’ knowledge, confidence, and clinical practice, examining self-reported integration of HLM principles, professional attitudes, and career trajectories to determine the translational value of structured curricula in the emerging medical discipline.

Methods:

A cross sectional survey was administered online (March–April 2024) to 590 physicians who had completed accredited HLM courses (Jan 2023–Feb 2024); trainees and students were excluded. Invitations were global (countries unrecorded). The survey explored self-reported changes in clinical implementation, knowledge confidence, and professional attitudes toward HLM after course completion. Descriptive and regression analyses were performed ( P <.05, 95 % CIs).

Results:

113 eligible physicians from 42 countries completed the survey, representing mainly family medicine (27.4%) and internal medicine (25.6%). 96.5% of participants reported increased confidence in HLM knowledge, with 47.8% indicating a substantial improvement. 55.8% incorporated HLM into routine patient assessments, while 80.5% reported initiating more frequent discussions about healthspan-related care. Moreover, 23% began biomarker testing, 48.7% increased the frequency of such tests, 52.2% reported a paradigm shift in their perception of aging, and 73.5% anticipated full integration of HLM into standard medical practice. Physicians in the specialized care group demonstrated a significant increase in confidence regarding HLM knowledge (B = 1.494, 95% CI: 0.440–2.548, P = .005), corresponding to nearly 4.5-fold greater odds of reporting improved confidence compared to their counterparts in primary and preventive care.

Conclusions:

Accredited education in HLM is associated with enhanced physician confidence, increased clinical engagement with HLM practices, and a shift in aging-related care paradigms. These findings underscore the critical role of structured HLM curricula in bridging the translational gap between geroscience and everyday medical practice. Nevertheless, systemic healthcare barriers impede widespread implementation, warranting policy-level strategies to support healthspan-oriented education and care models.