Barriers and facilitators to implementing e-learning for infection management in primary care: a scoping review.

backgroundInfections are among the most common reasons for consultations in primary care, and appropriate infection management is essential to patient safety and antimicrobial stewardship. Educational interventions can improve diagnostic and prescribing practices, but in-person training is resource-intensive and difficult to scale. E-learning offers a flexible alternative; however, little is known about factors that influence its implementation in primary care.

objectiveTo identify barriers and facilitators to implementing e-learning interventions for infection management in primary care settings.

methodsA scoping review was conducted in accordance with established methodological guidance. Systematic searches across five databases was performed and updated in October 2025 to identify studies describing asynchronous, interactive e-learning interventions targeting infection management in primary care. Eligible studies were screened, and implementation determinants were extracted and mapped using the Consolidated Framework for Implementation Research (CFIR).

resultsSeven studies published between 2017 and 2025 were included, with implementation determinants typically reported alongside feasibility or contextual findings rather than as primary outcomes. Most studies employed quantitative designs, and one used mixed methods. Reported determinants were mainly mapped to the CFIR Innovation and Individuals domains, highlighting the importance of intervention design, adaptability, and perceived relevance for professional roles. Barriers frequently related to misalignment between intervention content and participants' level of expertise, platform complexity, and challenges related to IT infrastructure. Determinants related to organizational context, implementation processes, and external conditions were reported less frequently.

conclusionsThe available evidence on the implementation of e-learning for infection management in primary care is limited and heterogeneous. Future research should include more robust implementation studies, including qualitative approaches, to better capture the important determinants for implementation at the individual, organizational, and system levels. Such insights are needed to inform the development and implementation of scalable and sustainable e-learning interventions in primary care.