Robust and decisive primary health care is essential for assisting the elderly. This is achieved through professionals who perform their duties with excellence. Continuing education in health is one of the tools that can assist in this process. This study seeks to critically reflect on the role of continuing education in digital health focused on the specificities of the elderly based on four interdependent axes: epistemological, pedagogical, and clinical management, which, when articulated, help to understand the challenges and opportunities involved in consolidating continuing education in health focused on the needs of the elderly in primary health care. It is concluded that continuing education is a continuous and dynamic pedagogical practice. From the perspective of interprofessional continuing education within the Unified Health System work process and service-university-community interaction, it has the potential to foster the protagonism of workers in the process of reflecting, reframing, learning, and carrying out actions focused on the elderly that respond to the demands of the Unified Health System in an equitable manner. Furthermore, the implementation of these actions in an integrated manner is a challenge that must be overcome through the exchange of knowledge through planning, monitoring, and evaluation of meaningful learning.