Background : Learning in the medical field involves acquiring knowledge, skills, and attitudes. Translating
theoretical knowledge into practical skills is a challenge for medical students. E-learning offers a solution
by creating an interactive and flexible learning environment that enhances cognitive engagement. By doing
so, we have created an e-learning platform in pediatrics based on problem-based learning (PBL) to
complement the pediatric courses of pre-graduate students.
Objectives : To investigate medical students' perception of PBL through e-learning as a complementary
approach to traditional lectures, while also exploring the potential value of further developing this learning
method.
Method : The platform consists of 22 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 3rd, 4th, and 5th year medical students. 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
e-learning platform. The evaluation questionnaires were chosen based on Kirkpatrick's approach to
evaluating learning programs, focusing on learner reaction (level 1) and learning (level 2).
Results : A total of 784 students were invited to participate in the e-learning evaluations, out of which 173
responses were received. Among the respondents, 154 questionnaires were completed in full, with the
majority being third year Bachelor students. According to the UEQ results, the e-learning program received
high ratings for attractiveness and perspicuity, while the novelty category received the least favorable
rating. The main strengths identified in the MEES were the availability of summaries when needed
(136/173 users), the up-to-date and well-maintained content (132/173), the interactive nature of the e-
learning (130/173), and the provision of feedback on their answers (124/173). Additionally, students found
the content to be applicable to real-world work (117/173 users). However, certain weaknesses were
identified. Some students reported feeling stressed or frustrated while engaging with the e-learning
program (77/173 users), and others found it to be excessively lengthy (52/173 users), with comments
highlighting the lack of time to complete the e-learning. Supplementary questions revealed that a
significant number of students expressed a desire for more e-learning opportunities within the curriculum
(112/154 users) and overall reported positive experiences with the e-learning program (110/154 users).
Conclusions : Our e-learning program serves as a valuable supplement to the traditional pediatric lectures
provided in the third year of medical school. It offers students the opportunity to apply their acquired
theoretical knowledge through interactive clinical cases. The evaluations conducted have indicated that
users are highly motivated to participate in e-learning activities, and our tool has proven to be well-suited
for medical pre-graduate education. Additionally, these evaluations have allowed us to identify both the
strengths and weaknesses of our e-learning program, enabling us to make necessary adjustments and
improvements. We strongly believe that e-learning should have a more prominent role in undergraduate
education as it helps students in their preparation for clinical experiences by facilitating the transition from
theory to practice.