ArticleBMC medical education2026
E-learning utilization and associated factors among obstetrics and gynecology residents and consultants in Ethiopian teaching hospitals.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundE-learning has been widely adopted in medical education for its flexibility and ability to extend learning into resource-limited settings. However, uptake remains low in many low- and middle-income countries (LMICs), with infrastructure and skill gaps limiting use. This study assessed e-learning utilization among Ethiopian obstetrics and gynecology specialists.
methodsWe conducted a multi-center cross-sectional survey of 316 Obstetrics and Gynecology (OBGYN) residents and consultants in Ethiopian teaching hospitals. Data on demographics, digital skills, attitudes, infrastructure access, and self-reported e-learning activities were collected. A composite utilization score (0–100%) was computed, with ≥ 60% defined as “good” utilization. Statistical analysis examined factors associated with utilization.
resultsThe mean e-learning utilization score was 47.2 ± 15.9%, with only 24.4% of participants achieving a “good” utilization rate. Most (75.6%) had poor utilization (< 60%). After adjustment, female participants had significantly lower odds of poor utilization (aOR ≈ 0.20) than males. Workload, institutional Information and Communication Technology (ICT) infrastructure, and technical support were significantly associated with utilization. Importantly, positive attitudes toward e-learning and its perceived usefulness and ease were strongly linked to higher utilization, consistent with technology acceptance models. Digital literacy and internet access quality were not independently predictive.
conclusionsE-learning use among Ethiopian OBGYN trainees is low. Given evidence that e-learning can improve knowledge and skills without sacrificing quality, strengthening digital infrastructure, training, and faculty support is essential. Targeted investments (e.g., smartphone-compatible content, ICT training) are needed to boost equitable access and build specialist capacity in Ethiopia and similar LMIC contexts.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.