E-learning utilization and associated factors among obstetrics and gynecology residents and consultants in Ethiopian teaching hospitals

E-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. We 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. The 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. E-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.