Background: As population aging accelerates, the demand for professionals in older adult care continues to rise. Traditional teaching methods often fail to improve students’ willingness to serve older adults or foster teamwork. This study evaluated the effects of integrating a flipped classroom with project-based learning (PBL) and a hands-on clinical practicum into a health internship course. Methods: A mixed-methods design was adopted. Participants included 88 interdisciplinary university students enrolled in an 18-week, two-credit geriatric health internship course offered at a university in central Taiwan from August 2023 to July 2024. The course combined flipped classroom and PBL approaches, as well as clinical practicum activities. Data on willingness to serve older adults, teamwork skills, and learning outcomes were collected using structured questionnaires and analyzed with paired t-tests. Results: Significant improvements were found in willingness (from 68.93 to 73.15), teamwork (67.33 to 71.45), and learning outcomes (89.84 to 102.14) (p = 0.001). Qualitative findings further revealed increased empathy, improved teamwork, and enhanced ability to apply knowledge in real-world contexts. Conclusions: A teaching approach that integrates a flipped classroom, PBL, and a clinical practicum can effectively enhance students’ competencies in older adult care. Future research should explore long-term and cross-cultural impacts. © 2025 by the authors.
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