Introduction

The present study aimed to design a model for quality e-learning management in clinical departments of military medical sciences universities.

Methods

This research was applied in terms of objectives, qualitative data type, grounded theory in nature, and study type. The population included experts and academic professors with experience in e-learning. Using a purposive sampling of the theoretical kind until reaching theoretical saturation, 19 individuals were selected. Data collection tools were semi-structured interviews. The validity of the measurement tool was achieved through interviews, the Delphi technique, and brainstorming, while reliability was determined using Holsti's coefficient. Data were analyzed using MAXQDA2020 software in three stages: open, axial, and selective coding.

Results

The findings led to the identification of 5 dimensions, 18 components, and 104 indicators in the form of an emerging model. The dimensions include the standard Dimensions, which are components (teaching-learning management, instructor's professional competence, learner characteristics, educational content, teaching methods, and learner assessment methods). Planning Dimension: Components (analysis, objectives, strategies, resource management). Information Technology Dimension: Components (infrastructure, system design, information systems). Continuous Quality Improvement Dimension: Components (quality control, quality assurance, quality enhancement). Evaluation Dimension: Components (internal evaluation, external evaluation).

Conclusion

The study developed a comprehensive model for quality management of e-learning in clinical departments, which can serve as a framework for improving the quality of e-learning in medical sciences universities of the armed forces.