Abstract
OBJECTIVE: To implement and evaluate satisfaction and knowledge retention in a multidisciplinary training course on waiting list management. METHOD: This methodological study involved two phases of the ADDIE instructional design model. The course was delivered through a virtual learning environment (VLE) between October 2023 and June 2024. Data were collected using questionnaires and VLE-generated reports and were analyzed using descriptive statistics and the Wilcoxon test (p<0.05). RESULTS: A total of 768 healthcare professionals enrolled in the course; 429 (55.9%) accessed the VLE, and 255 (59.4%) completed the course. Course evaluation showed high satisfaction levels with the presentation, content, and applicability to professional practice. The analysis revealed significant participant knowledge retention (z = -8.09, p < 0.001). CONCLUSION: The findings demonstrate the course's positive impact on participant training, as reflected in the high satisfaction ratings and significant knowledge retention.