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New EAMA highlights showcase 30-year cohort generation research findings
Thirty years after a small group of European professors of geriatric medicine first warned that the continent’s fastest-growing population was being cared for by physicians who had never been formally trained to care for them, the program they created to fix the problem is marking its anniversary with a scientific milestone of its own. A new special article published in European Geriatric Medicine documents the research output of the most recent graduating cohort of the European Academy for Medicine of Ageing, or EAMA, and in doing so offers a rare longitudinal measure of how a structured, pan-European leadership program in geriatric medicine translates into scholarly productivity, professional advancement and, ultimately, better care for older people.
The new paper, titled “‘Highlights of latest EAMA’: generation research outputs of the 30-year anniversary cohort,” was authored by Thomas Münzer of the Geriatric Clinic St. Gallen in Switzerland, Hannes B. Stähelin of Basel, and Barbara van Munster of the University of Groningen Medical School in the Netherlands, writing on behalf of the EAMA Board. It arrives at a moment when the demographic arithmetic of Europe has made the question of geriatric capacity more urgent than ever: the proportion of people over 65 continues to climb, multimorbidity, frailty and polypharmacy have become the daily reality of hospital medicine, and health systems across the continent still struggle to recruit and retain physicians trained specifically in the medicine of ageing. The article’s premise is simple but rarely examined with this degree of rigor — if you invest systematically in the education of mid-career geriatricians, what do you get back?
To understand the significance of the anniversary cohort’s research output, one has to go back to the early 1990s, when the group of European Professors in Medical Gerontology published a stark assessment in the journal Age and Ageing. Writing in 1994, Stähelin and colleagues documented that medical gerontology was taught unevenly, and in many countries not at all, in European medical schools. Geriatric medicine, despite being one of the few specialties whose patient population was guaranteed to expand every single year, was frequently a subordinate unit within internal medicine, staffed by physicians who had acquired their expertise on the job rather than through dedicated training. The professors’ conclusion was that Europe needed not merely more geriatricians but a new cadre of academic leaders — clinicians who could teach, publish, shape curricula and advocate for the specialty within their national health systems.
That diagnosis led, in 1995, to the founding of the European Academy for Medicine of Ageing, an intensive postgraduate program deliberately modeled on leadership academies rather than conventional continuing medical education. EAMA’s structure has remained remarkably stable across its three decades: a small, competitively selected cohort of physicians, typically already experienced clinicians, is brought together for a series of residential courses spread over roughly two years, interspersed with mentored projects that require participants to produce original scholarly work. The curriculum spans the full breadth of the medicine of ageing — from the biology of ageing and the physiology of frailty, through geriatric syndromes such as falls, delirium, incontinence and sarcopenia, to the organizational science of acute geriatric units, nursing home medicine, rehabilitation and end-of-life care. Crucially, faculty are drawn from across Europe, exposing participants to radically different national models of geriatric care and building a professional network that persists long after the formal courses end.
The “reloaded” reform of the program, described in a 2018 paper by Roller-Wirnsberger and colleagues in European Geriatric Medicine, formalized what three decades of experience had taught the academy’s faculty. That paper set out explicit competencies and standards for a European leadership program in geriatric medicine, defining what a graduate of EAMA should be able to do: not just diagnose and treat, but design services, lead multidisciplinary teams, mentor juniors, conduct and critique research, and represent the specialty at institutional and governmental levels. The competency framework aligned the academy with modern medical-education theory, in which learning objectives are specified in advance and assessed rather than assumed. It is against this framework that the anniversary cohort’s performance, as documented in the new article, can be read as an evaluation of the program itself.
The central finding of the new special article is that the latest cohort of EAMA graduates has generated a substantial body of research output — the “generation research outputs” of the title — spanning peer-reviewed publications, presentations and ongoing projects in geriatric medicine. Each participant in the program is expected to develop a scholarly project under faculty mentorship, moving from a research question through protocol design, data collection and analysis to presentation and, ideally, publication. For the 30-year anniversary cohort, the academy compiled and highlighted these outputs, creating what the authors describe as the “Highlights of latest EAMA” — a curated snapshot of what a single generation of emerging European geriatric leaders produced during and immediately after their training.
Why does this matter beyond the individual careers involved? The technical answer lies in how research capacity compounds. A single published paper changes one evidence base marginally; a cohort of trained researchers who continue publishing changes the trajectory of an entire specialty. Geriatric medicine has historically been under-represented in high-impact clinical research relative to the burden of disease it manages. Conditions such as delirium, frailty and multimorbidity were for decades excluded from major trials or treated as confounders rather than outcomes, precisely because the specialty lacked enough investigator-trained clinicians to insist on their inclusion. Programs like EAMA attack that bottleneck at its root: every graduate who learns to design a study, secure a mentor and navigate the publication pipeline becomes a node through which clinical questions from the bedside can flow into the literature and back.
The pedagogical machinery behind that outcome is worth examining, because it explains why the anniversary cohort’s productivity is treated by the authors as more than a curiosity. EAMA’s residential courses are built around case-based, small-group learning in which participants bring real clinical and organizational problems from their home institutions and work them through with international faculty. The mentored projects between courses impose deadlines and accountability — the two ingredients that, as anyone who has supervised doctoral students knows, most reliably convert good intentions into submitted manuscripts. The academy also functions as a peer-review incubator: draft papers are critiqued by senior European geriatricians before submission, giving participants exposure to the standards of international journals at a stage of their careers when feedback is most formative.
The anniversary article also carries a personal and institutional poignancy. Hannes B. Stähelin, one of the co-authors, is identified in the publication as deceased; he was among the founding professors whose 1994 analysis launched the academy, and his presence on the author line of a paper published in 2026 spans the full thirty-year arc of the program. The continuity from the GEPMG position paper through the 2002 retrospective review of the academy’s first years, published in Gerontology, through the 2018 competency framework, and now to this documentation of cohort research output, constitutes something rare in medical education: a thirty-year, multi-generation audit trail of a single intervention in specialty training, documented by the people who built it.
For health systems, the implications are concrete. Europe’s national models of geriatric care differ enormously — from the fully established departments of the United Kingdom and the Netherlands to countries where geriatrics is still fighting for recognition as an independent specialty. EAMA’s cohorts deliberately mix these national traditions, so that a geriatrician from a country without an acute geriatric unit model trains alongside colleagues who run such units daily. The research outputs of the anniversary cohort, the authors suggest, function as a form of technology transfer: projects conceived in one system are published in international journals and become adaptable blueprints for colleagues elsewhere. In an era when the European Union explicitly tracks health-workforce capacity, an academy that reliably produces clinicians who can lead services and generate evidence is a strategic asset, not a professional courtesy.
The article is also, implicitly, an argument about how educational interventions should be evaluated. Medical education research is notoriously dominated by satisfaction surveys and self-reported confidence measures, which correlate weakly with actual performance change. Research output — publications generated, projects completed, academic positions attained — is a harder, more objective endpoint, and the EAMA Board’s decision to compile and publish the anniversary cohort’s outputs signals a commitment to accountability by measurable results. It is a methodology other postgraduate leadership programs in medicine, from palliative care to rural health, could plausibly adopt: define the competencies, train against them, and then report what the trainees actually produced.
The publication timeline of the article itself — received in December 2025, revised in April 2026, accepted in June and published on 6 July 2026 in European Geriatric Medicine, the journal of the European Geriatric Medicine Society — places it squarely in the anniversary year it commemorates. As Europe’s population ages at a pace with no historical precedent, the question the founding professors asked in 1994 — who will teach the teachers, and who will lead the specialty? — has an answer that can now be pointed to in print: thirty years of EAMA cohorts, and a newest generation whose scholarly work is documented, highlighted and, the academy clearly hopes, replicated by the cohorts to come.
Article Title: “Highlights of latest EAMA”: generation research outputs of the 30-year anniversary cohort
Article References: Münzer, T., Stähelin, H. B., van Munster, B., & the European Academy for Medicine of Ageing (EAMA) Board (2026). “Highlights of latest EAMA”: generation research outputs of the 30-year anniversary cohort. European Geriatric Medicine. https://doi.org/10.1007/s41999-026-01536-5
Image Credits: AI Generated
DOI: 10.1007/s41999-026-01536-5
Keywords: European Academy for Medicine of Ageing, EAMA, geriatric medicine, medical education, research output, leadership program, ageing, Europe, geriatric care, anniversary cohort, lifelong learning
