Advances in pediatric endoscopy have been assured since 1960. Over the past decades, the number of endoscopies for pediatric gastrointestinal disease has increased rapidly. Diagnostic and therapeutic applications increase at a rapid pace. Hands‐on courses are the primary learning tool, along with training in dedicated training units.

Recently, with the burgeoning of information technology, teaching procedures and modalities by which to provide infomration have changed. The introduction of e‐learning platforms has led to questions arround the appropriateness of teaching methods, design of the technological infrastructure, and the interaction of students with the technology. e‐learning can be defined as learning through electronic devices using technology as a medium for online interaction and to access information. e‐learning is used as one of the learning styles together with computer‐aided learning and remote learning. Pediatric endoscopists can now acquire detailed knowledge, techniques and experience in many pediatric endoscopic fields, including the role and indications of endoscopsy in pediatric gastrointestinal diseases; technique of upper gastrointestinal endoscopic examination; risk assessment; recognition of complications; application of sedation/GA; lesion recognition of gastrointestinal pathology; ideal ileocolonoscopy technique including resolution of loop formation.

Lesion recognition is an area which lends itself nicely to this technology as competency can be examined remotely. The techniques underlying competent endoscopy can be taught with videos in advance of hands‐on teaching and in this respect e‐learning or any platform allowing access to “distant” learning of techniques is superior to textbooks or other modalities. Furthermore, endotherapeutic techniques such as variceal and nonvariceal bleeding, gastrostomy insertion, balloon dilation of strictures etc. lend themselves to web‐based video learning of the techniques prior to hands‐on activity and training.

Various platforms have been devloped by organizations and societies such as ESPGHAN, ESGE, BSG, UEG, ASGE, etc, and these are readily available online.

The last and possibly most useful application of e‐learning is the ability to use it as an objective test of the user’s competency – particularly in lesion recognition and testing the individual’s knowledge generally of when and how to apply various techniques in pediatric endoscopy. It is envisaged that this may then contribute to any formative, summative, and ongoing assessments of a pediatric endoscopist’s ability.

Of course, many examples of lesions and best practice endoscopy also exist on the internet outside the formal concept of e‐learning.