| Sumario: | 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 qualitative method of content analysis. 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. Data were analyzed using MAXQDA2020 software. 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: This study suggests a five-dimensional model to enhance e-learning quality in military medical universities' clinical departments. It connections pedagogical standards with IT infrastructure and systematic quality processes, addressing gaps in specialized military medical training. The framework emphasizes adaptive technology integration and iterative quality enhancement while ensuring compliance through internal/external evaluation. By offering measurable criteria, it equips institutions to optimize clinical e-learning outcomes.
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