As healthcare systems evolve, the continuing education of medical professionals, particularly resident doctors, is essential to ensure up-to-date clinical competence. Digital learning platforms offer flexibility and accessibility but often fail to align with the realities of clinical work.

This qualitative case study explores how User-Centered Design (UCD) principles can improve the design and effectiveness of digital continuing medical education (CME) tools. The research focuses on Lärportalen, a digital learning platform used by resident doctors at NU Hospital Group in Sweden. Guided by UCD and Adult Learning Theory, the study draws on semi-structured interviews with six resident doctors to examine user experiences, challenges, and preferences. Thematic analysis revealed six key areas affecting platform use: limited content relevance, usability difficulties, unclear communication, mismatched learning formats, workload constraints, and concrete suggestions for improvement.

The findings highlight the importance of involving end-users in the design and evaluation of digital CME tools to enhance engagement, usability, and learning outcomes. This study contributes practical recommendations for platform development and extends theoretical discussions on user-centered digital learning in clinical settings.