IJME - Use of e-learning in clinical clerkships: effects on acquisition of dermatological knowledge and learning processes

Table 2. Main themes and correlated subthemes concerning students’ perceptions of e-learning in dermatology at Maastricht University, The Netherlands, 2016-2017

Use of the e-learning program
Learning value	Incentive	Demand for knowledge
		Unfamiliarity/prior knowledge
		Dermatology in curriculum
		Awareness of complexity in the field of dermatology
		Exams/ assessments: Computerized Clinical Cases test/Progress test
		Encountered in other areas
	Agency	Availability
		Not on the work floor
		Access
		Instrumental support
	Pure-learning effects	Initiating learning
		Using books
		Diversity of diseases
		Fits with practice
		Information-text
		Anamneses specifically in dermatology
		Steps as dermatologist
		Visual images
		Questions
		Creation of differential diagnosis
	Post-learning effects	Use of references/websites
		Self-direction of learning- Analyse information
		Self-direction of learning- Structure information
		Collaboration with medical professionals
		Collaboration with students
		Achievement goal orientation
		Recognition in practice
		Use app to check program in practice
		Memorization in practice
		No/need for clerkship

Int J Med Educ. 2018; 9:11-17; doi: 10.5116/ijme.5a47.8ab0