ESPE Abstracts

Introduction: The ESPE e-Learning web portal is a free, globally accessible online tool to enhance learning in Paediatric Endocrinology and Diabetes. Since August 2022, the e-learning content includes 30 accredited hours of ESPE/ISPAD e-learning Continuing Medical Education (CME) courses with ten core modules each in Paediatric Endocrinology, Paediatric Endocrinology in Resource Limited Setting (RLS) and Paediatric Diabetes. The CME modules were created by world-leading experts in Paediatric Endocrinology and Diabetes and are typically based on consensus guidelines.

Aims and objectives: To assess learner’s demographics and feedback from mandatory surveys after completion of the CME e-learning courses and to identify areas for improvement.

Methods: The survey was created by the ESPE e-learning committee and was mandatory on completion of each CME module. The survey consists of 14 questions and included learner’s professional background and country of residence; feedback on the quality of the learning content, presentation, accessibility, and the anticipated impact on clinical practice was assessed by defined questions with a five-level Likert scale, ranging from strongly agree (positive response; 1) to strongly disagree (negative response; 5). The provision of general feedback was encouraged with an open question.

Results: From August 2022 until April 2023, a total of 155 CME modules were completed, 68 (44%) in Paediatric Endocrinology, 63 (41%) in Paediatric Diabetes and 24 (15%) in RLS modules. There was global participation with most learners practicing in Europe (65%), followed by the Americas (14.7%), Asia (12.3%) and Africa (7.7%). 43% of users were medical experts, followed by fellows/residents (21%), medical students and nurses (both 12.9%, respectively); 9.6% of learners practice in resource-limited countries. Overall, the learning content was well received for all modules with regards to accessibility, organisation, level of interest, improvement of individual clinical practice, appropriateness of content for individual learning level and provision of feedback following self-assessment (Likert scale 1-2/5). Some learner’s free-text feedback identified some areas of improvement, mainly to reduce text-heavy content and include more graphics and interactive case reports, which the e-learning team has already addressed in the revised diabetes/ISPAD CME modules.

Summary and Conclusion: The ESPE CME-accredited e-learning modules are well received and accessed globally to provide free CME education in Paediatric Endocrinology and Diabetes.