# Global Learner Feedback on Continuing Medical Education–Accredited e-Learning Modules in Pediatric Endocrinology and Diabetes: Cross-Sectional Study

## TL;DR

This study evaluates global feedback on free e-learning modules in pediatric endocrinology and diabetes, showing high satisfaction and identifying areas for improvement.

## Contribution

The study provides empirical evidence on the effectiveness and global reach of CME-accredited e-learning in pediatric endocrinology and diabetes.

## Key findings

- The e-learning modules received high median Likert scores across all categories, indicating strong learner satisfaction.
- Learners suggested improvements such as reducing text-heavy content and increasing graphical and interactive elements.
- The majority of participants were from Europe, with significant representation from Asia and Africa.

## Abstract

The European Society for Paediatric Endocrinology (ESPE) e-Learning wesite is a free, globally accessible online resource to enhance learning in pediatric endocrinology and pediatric diabetes. The content is created by world-leading experts in pediatric endocrinology and pediatric 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 Continuing Medical Education (CME). These CME courses cover three categories: (1) pediatric endocrinology, (2) pediatric diabetes, and (3) pediatric endocrinology in resource-limited settings.

This study aimed to assess learners’ demographics and feedback from mandatory surveys after completion of CME e-learning courses and to identify areas for improvement.

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 5-point Likert scale. Data were extracted from the start of the CME modules in August 2022 until September 2025.

A total of 567 surveys were completed: 286 (50.4%) in the category pediatric endocrinology, 225 (39.7%) in the category pediatric diabetes based on the International Society for Pediatric and Adolescent Diabetes 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 (North America, n=45, 8%; and South America, n=11, 2%), and Oceania (n=1, 0%). Most of the users indicated that they were medical experts (n=210, 37%), followed by fellows or residents (n=223, 39%), and medical students and nurses (n=29, 5% and n=32, 6%, respectively); overall, 10% (n=56) 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 learners’ clinical practice, appropriateness of content, and provision of feedback (median Likert score 4, IQR 4-5). Learners’ free-text feedback identified some areas for improvement, including reducing text-heavy content and providing more graphical content and more interactive case reports. Most learners’ free-text feedback consisted of encouraging and thankful comments.

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