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