JMIR Publications

ABSTRACT

Background:

The European Society for Paediatric Endocrinology (ESPE) e-Learning website, www.espe-elearning.org, is a free, globally accessible online resource to enhance learning in pediatric endocrinology and diabetes. The content is created by world-leading experts in pediatric endocrinology and diabetes and is closely aligned with published international consensus guidelines. In August 2022, 30 hours of e-learning courses received accreditation from the European Accreditation Council for CME (EACCME®). These CME courses cover three categories: (1) Pediatric Endocrinology, (2) Pediatric Diabetes, and (3) Pediatric Endocrinology in Resource-Limited Settings.

Objective:

To assess learners' demographics and feedback from mandatory surveys after completion of CME e-learning courses, and identify areas for improvement.

Methods:

The ESPE e-learning committee created a mandatory survey for each CME e-learning module. The survey includes baseline demographics and feedback on the quality of the learning content, assessed using a five-level Likert scale. Data was extracted from the start of the CME modules in August 2022 until September 2025.

Results:

567 surveys were completed: 286 (50,4%) in the category Pediatric Endocrinology, 225 (39,7%) in the category Pediatric Diabetes ISPAD Guidelines, and 56 (9.9%) in the category Pediatric Endocrinology in Resource Limited Settings. There was global participation, with most learners practicing in Europe (n=333 (59%)), followed by Asia (n= 124 [22%]), Africa (n=53 [9%]), the Americas (n=45 [8%] North America, n=11 [2%] South America),and Oceania (n=1 [0%]). Most of the users indicated to be medical experts (37%), followed by fellows/residents (39%), medical students and nurses (5% and 6%, respectively); 10% of learners practice in resource-limited countries. Overall, the learning content was well received for all modules regarding accessibility, organization, level of interest, improvement of learner’s clinical practice, appropriateness of content and provision of feedback (median Likert score 4; IQR 1). Learners’ free-text feedback identified some areas of improvement, including reducing text-heavy content, providing more graphical content and more interactive case reports. Most learners' free text feedback consists of encouraging and thankful comments.

Conclusions:

The ESPE CME-accredited e-learning modules are well-received providing globally free CME education in pediatric endocrinology and diabetes. These findings support the continued development and promotion of open-access CME platforms improving global equity in specialist medical education and focusing on educational impact.