Learning management system effectiveness and trainee perceptions.

内容摘要

Despite the increasing integration of digital learning in postgraduate medical education, the utilization of Learning Management Systems (LMS) among Egyptian fellowship trainees remains suboptimal. Limited engagement and unclear perceived value highlight the need for structured training interventions. We aimed to assess the effectiveness of e-learning and the use of the LMS platform in enhancing hybrid training methods for Egyptian fellowship trainees at El-Behera governorate training centers. A quasi-experimental pre-post interventional study was conducted on 211 newly enrolled Egyptian fellowship trainees at El-Behera training centers between August and December 2024. Participants completed a validated self-administered questionnaire assessing perceptions of e-learning and LMS use. An orientation-based training intervention was delivered, including hands-on LMS navigation and resource utilization. Paired analysis was performed on 111 participants who completed both pre- and post-intervention assessments. Post-intervention, participants demonstrated significant improvements in perceived institutional support and overall perception of distance learning. Significant positive changes were observed across all LMS domains, including usability, accessibility of resources, perceived impact on clinical development, personalization of learning, and course scheduling (all p&#x2009;<&#x2009;.01). Additionally, the proportion of trainees who believed that LMS facilitates achievement of training requirements increased markedly (61.3% vs. 87.4%). However, no significant changes were observed in engagement levels or perceived effectiveness of distance learning. Structured LMS training significantly improves trainee perceptions and perceived utility of digital learning platforms but has limited impact on engagement and contextual barriers. Institutions should prioritize continuous training, infrastructure development, and interactive LMS design to maximize educational outcomes in hybrid postgraduate training models.