Digital Learning Technologies for Health Care Workforce Development in Low and Middle Income Countries: A Comprehensive Review

Aye Maung Han¹

Published in Volume 68, No. 2, 2026 April – June issue

https://doi.org/10.64455/xmma0025

Abstract

Digital learning technologies are reshaping how health-care professionals are trained in low- and middle-income countries (LMICs). These tools offer flexible, scalable, and cost-effective approaches to workforce development, particularly where traditional training is limited by geography, resource constraints, and shortages of educators. This comprehensive review synthesise evidence on e learning, mobile learning, tele-education, simulation, virtual and augmented reality, and offline or low bandwidth solutions. Drawing on peer-reviewed literature and reputable grey literature, the review highlights experiences from India, Myanmar, ASEAN (the Association of Southeast Asian Nations) countries, and Africa.

Evidence shows that digital learning can improve knowledge, strengthen clinical skills, and support behaviour change, especially when combined with mentorship or blended learning. However, persistent challenges — including limited connectivity, digital literacy gaps, financial constraints, and the need for culturally relevant content which continue to hinder scaling-up. Offline-capable platforms and locally co-designed materials offer promising solutions for remote and under-served settings.

The review identifies gaps in long-term outcomes, cost-effectiveness, and implementation science, and outlines future directions for research and policy. Digital learning has significant potential to strengthen health-care workforce capacity in LMICs, but realizing this potential requires sustained investment, strategic leadership, and equitable access to digital infrastructure.

1. Rector (Retired), University of Medicine (1), Yangon, Myanmar
   Senior Editor, Myanmar Medical Journal

Corresponding author: [email protected]