Introduction
The present study was conducted to design a quality management model for e-learning in the clinical groups of military medical universities.
Method
This research is an exploratory mixed-methods design in terms of data type. The statistical population in the qualitative section consisted of experts and university professors experienced in the field of clinical e-learning, selected using purposive sampling of the theoretical type until theoretical saturation was achieved, resulting in 19 individuals being selected. In the quantitative part, there were 381 individuals, of whom 191 were selected using stratified random sampling. The data collection tool in the quantitative phase was a researcher-made questionnaire, which was developed by weighting the indicators derived from the qualitative section.
Results
The validated model comprises five key dimensions: Standards (prioritizing instructor competence), Planning (emphasizing resource management), Information Technology (focusing on system design), Continuous Quality Improvement (centered on quality control), and Evaluation (stressing internal assessment). All dimensions demonstrated strong reliability (α=0.784-0.983) and validity (AVE>0.50), with excellent model fit (SRMR=0.065, NFI=0.954). The Standard dimension ranked highest in importance, followed by Planning, IT, CQI, and Evaluation. Structural analysis confirmed significant factor loadings (0.755-0.963, p