Background: Learning in the medical field involves acquiring knowledge, skills, and attitudes. Translating theoretical knowledge into practical skills is a challenge for medical trainees. E-learning offers a solution by creating an interactive, flexible learning environment that enhances cognitive engagement. As such, we have established an E-learning platform for medical residents undergoing postgraduate training in pediatric emergencies, consisting of interactive clinical vignettes to complement their education. Objectives: This study evaluates the new e-learning platform's effectiveness as a supplement to postgraduate pediatric emergency training. Using the Kirkpatrick Model and validated questionnaires, we gauge pediatric residents' views on its impact on knowledge and practical skills.
Method: The platform consists of 13 interactive clinical cases aligned with the objectives of the Principal Relevant Objectives and Framework for Integrative Learning and Education in Switzerland (PROFILES). The evaluation of the e-learning program involved pediatric emergency residents. Two validated questionnaires, the Medical E-learning Evaluation Survey (MEES) and the User Experience Questionnaire (UEQ), along with additional questions, were used to assess the effectiveness and user experience of the online learning platform. The evaluation questionnaires were chosen following Kirkpatrick's approach to evaluating learning programs, with a focus on learner reaction (level 1) and learning (level 2).
Results: We reached out to the residents of the pediatric emergency department to assess our online learning program. Thirteen respondents completed the questionnaire in its entirety. The results of the UEQ highlighted high evaluations in terms of Clarity and Attractiveness, while the category of Novelty received the lowest rating. The MEES revealed strengths such as the relevance of the content for real- world applications (12/13 users), the availability of summaries when needed (11/13 users), and the provision of feedback on their answers (10/13 users). Identified weaknesses included difficulties in creating personalized learning paths (2/13 users), an overly complex presentation of the online learning, and uncertainty about the devices to be used (2/13 users). Some users mentioned a need for more time to complete the clinical vignettes. Additional questions revealed that many residents desired more online learning opportunities (13/13 users), and overall, users reported positive experiences with the online learning program (11/13 users).
Conclusions: Our e-learning program serves as a valuable complement to the postgraduate training of physicians in pediatric emergencies. The clinical vignettes allow residents to engage with common situations encountered in emergency settings. The evaluations indicated that users are motivated to utilize this type of learning tool, that the presented scenarios are applicable to their real-world practice, and that our tool has proven well-suited for postgraduate medical education. Furthermore, these evaluations have enabled us to identify both the strengths and weaknesses of our online learning program, allowing us to make necessary adjustments and improvements. We are convinced that online learning should be a valuable adjunct in training pediatric emergency residents, as it helps students prepare for clinical experiences by facilitating the transition from theory to practice.