1. Results 1 Introduction In the USA, on-line interactive clinical cases are increasingly being used to support and deliver the undergraduate paediatric curriculum. The use of e-learning in undergraduate paediatrics in the UK is limited by a lack of case complexity and instantaneous feedback to learners. We aimed to develop and evaluate an interactive and accessible paediatric case scenario for undergraduates,. Correspondence: stuart.vernon@nhs.net Methods Clinical students at a UK medical school were surveyed using a Google Docs questionnaire. Their feedback was used to develop an innovative powerpoint-based e-learning format. Our two simulated cases, on neonatal jaundice and neonatal sepsis, aimed to replicate real-life clinical practice. By presenting learners with several different clinical scenarios simultaneously we hoped to further their competency in: clinical decision making patient prioritisation prescribing skills emergency care Hyperlinks were utilised to: allow for instantaneous feedback enable easy access to external resources (e.g. NICE) simulate consequences for learners decisions. Upon completion students were asked to fill out a second feedback survey. Numerical data was analysed in Stata 12.1 using the Wilcoxon signed rank test, and free-text responses evaluated thematically. Innovative E-learning: A UK initiative to advance undergraduate paediatric medical education S. Vernon, S. Russell, A. Nesbitt, B. Morrissey Innovative E-learning: A UK initiative to advance undergraduate paediatric medical education S. Vernon, S. Russell, A. Nesbitt, B. Morrissey Results 1 59 respondents to initial survey of which 85% (50/59) had used case studies previously Most popular reasons for using case studies – consolidate knowledge and effectively test understanding 15% (9/59) of respondents had not used case studies previously Most popular reasons for not using case studies – lack of availability and lack of instantaneous feedback 83% wanted instant and easy access to more case studies Results 3 Self-rated knowledge before completing the case study - 2.51/4.00 (95% CI 2.27 – 2.76) Self-rated knowledge after completing the case study - 3.60/4.00 (95% CI 3.41 – 3.79) Statistically significant increase in self-rated knowledge seen – p<0.0001 Feedback gained praised the interactivity of the case studies, the provision of concise, relevant and instantaneous feedback and having to prioritise multiple patients. ‘More MCQ/SBA type questions as this is what we have in the exam’ ‘Choose-your-own- adventure-style-scenarios’ ‘Cases typically encountered as an FY1’ ‘Non-compulsory’ ‘More integrative including pathophysiology’ ‘More realistic, more challenging, more comprehensive, more relevant and above all more fun’ ‘Test knowledge in the most clinical way possible’ Results 2 Conclusions We have designed a novel, effective and inexpensive case study format that supports learning in paediatrics. Our e-learning method mirrors the complexities and challenges of real-life clinical practice and enables development of clinical decision making skills. We intend to develop more case studies to further support the undergraduate paediatric curriculum. ‘Compare and contrast presentations and managements of differentials’ ‘Having all answers, right and wrong, explained’ ‘Comprehensive development from each question’ ‘MORE PLEASE’