Tehran University of Medical Sciences Archives of Anesthesiology and Critical Care 2423-5849 0 0 2026 01 13 1369 1369 EN Parisa Moradi Majd Department of Anesthesia, Faculty of Allied Medical Sciences, Iran University of Medical Sciences, Tehran, Iran. Mohammadreza Mobayen Burn and Regenerative Medicine Research Center, Department of General Surgery, School of Medicine, Guilan University of Medical Sciences, Rasht, Iran. Siamak Rimaz Burn and Regenerative Medicine Research Center, Department of Anesthesiology, School of Medicine, Guilan University of Medical Sciences, Rasht, Iran. Jamileh Abolghasemi Department of Biostatistics, School of Health, Iran University of Medical Sciences, Tehran, Iran. Fatemeh Mehdipour Department of Anesthesia, Faculty of Allied Medical Sciences, Iran University of Medical Sciences, Tehran, Iran. 2025 08 04 2025 08 21 Background: Burn patients present unique anesthetic challenges: massive fluid shifts, airway edema, and hypermetabolism that demand rapid, evidence-based management. Although web-based learning can deliver standardized, on-demand education, anesthesia technologists rarely have access to rigorously developed burn-specific resources. To design, implement, and evaluate the usability and short-term educational impact of a web-based burn-anesthesia program for practicing anesthesia technologists. Methods: We conducted a four-phase mixed-methods study (September 2023 – April 2025). Phase 1 mapped required content through a scoping review (2014–2024) and a two-round Delphi survey of 15 experts. Phase 2 converted the validated content into a conceptual model and low-fidelity prototype, iteratively refined by two focus groups. Phase 3 produced the final application using a Python/Django back-end, a React front-end, and a PostgreSQL database. Phase 4 assessed real-world use over four weeks by 45 technologists at two Iranian teaching hospitals. Outcomes included the 27-item Questionnaire for User Interaction Satisfaction (QUIS; 0–9) and 20-item pre/post knowledge tests, analyzed with paired t-tests (α = 0.05). Results: Forty-eight learning objects spanning eight modules (airway, fluid therapy, analgesia, pharmacology, burn pathophysiology, monitoring, nutrition, and postoperative care) met Delphi validity thresholds. The mean overall QUIS was 7.12 ± 0.78 (“good”), with subdomain means of 7.25 (overall reaction), 7.09 (screen design), 7.07 (terminology), 7.18 (learnability), and 7.00 (system capabilities). Knowledge increased from 63.4 ± 9.2 to 83.1 ± 7.6 (Δ = 19.7 ± 8.5 points; t = 14.2; p < 0.001; Cohen’s d = 2.29). No serious technical issues arose; the median weekly log-ins per user was four. Conclusion: A systematically developed, user-centered web curriculum produced high usability scores and substantial knowledge gains among anesthesia technologists. The model offers a scalable solution for closing critical educational gaps in burn anesthesia, particularly where formal training is limited. Future research should examine long-term retention, effects on clinical performance, and patient outcomes. https://aacc.tums.ac.ir/index.php/aacc/article/view/1369