JMIR Publications

ABSTRACT

Background:

Residents in subspecialty units, such as pediatric endocrinology, receive several learning opportunities in theory, practice, skills, and attitudes. However, short-term residencies often limit exposure to specific clinical situations. Research in medical education shows that e-learning offers an excellent way to address this gap. We developed a blended learning approach comprising structured, case-based e-learning courses that used Kolb’s learning cycle model.

Objective:

We aimed to evaluate the utility and usability of blended learning with a novel e-learning tool.

Methods:

We employed a problem-solving approach and utilized the physical separation of case-based e-learning and theoretical content delivery as the educational model for residents in a pediatric endocrinology and diabetology unit. Residents worked asynchronously on clinical scenarios and completed formative assessments with immediate feedback (flipped class teaching method). In addition, all cases could be discussed with the specialists during the face-to-face learning opportunities (blended learning). We evaluated Kirkpatrick’s levels 1 (Reaction) and 2 (Learning) outcomes using the Postgraduate Medical E-learning Evaluation Survey (MEES) User Experience Questionnaire (UEQ).

Results:

Questionnaires from 12 pediatric residents and one questionnaire from a 4th-year medical student were evaluated. The main strengths identified were the tool's support for applying content to daily clinical work (noted by 12 of 13 users), provision of timely summaries (by 9 users), access to reliable information sources (by 9 users), and immediate feedback on answers (by 8 users). Key weaknesses included device compatibility for e-learning (5 users), limited content personalization (4 users), and a lack of a navigation aid (4 users). No significant functional issues were reported. The UEQ evaluation showed that dependability was rated lowest, while attractiveness and stimulation were rated highest.

Conclusions:

Our e-learning proposal provides a practical approach to applying theoretical knowledge through interactive clinical cases. The evaluations show that users are highly motivated to engage in e-learning, highlighting the adaptability and effectiveness of our tool for medical postgraduate education in pediatric endocrinology. Identifying strengths and weaknesses in our e-learning will guide us in adapting and improving the tool. We believe that evaluating the various aspects of e-learning is crucial, as these elements can significantly impact learning outcomes.