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An international online postgraduate programme (NOTE.) for doctors training in neonatology has been developed to provide four educational modules delivered over one year. The assessment strategy used and the outcomes for the first module are presented. Assessment methods: Three assessment strands were developed to provide an objective, reliable and valid process, delivering online summative assessment to participants. accommodate doctors working shifts. Results: 170 doctors from 20 countries participated in the first module. 163 contributed to online discussions , 68% passing. 129 completed a collaborative project and 54% passed. Correlation between markers was satisfactory-Intraclass Correlation Coefficient of 0.78. 133 sat the MCQ and 91% passed. In total 121 participants (72%) completed all aspects of the summative assessment. Of those 78% passed. Conclusion: We have developed and delivered an online assessment package which allows standardised summative assessment of a diverse international group of doctors in training.

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A European syllabus for postgraduate training in neonatology was published in 1998 but within Europe there remains a wide variation in the quality and standards of training programmes. In two previous projects we have demonstrated that online neonatal training modules can provide education and training of a uniform standard, which is accessible to all trainees across Europe, irrespective of geographical or personal circumstances.A third online training programme (N.O.T.E.), funded by the European Commission Leonardo da Vinci Programme, has been developed to offer four, syllabus-based, training modules. Summative assessment will be integrated, with the aim of offering successful participants an accredited, transferable qualification. This paper describes the outcome of the recruitment process.Methods: Details of the programme were circulated by the 7 European partners to colleagues and trainees in their own and neighbouring countries.Results: Application forms, including a standardised questionnaire, were submitted by 197 doctors from 20 countries. 66% were female; the mean age of both sexes was 35 years, ranging from 25 to 58 years with up to 25 years neonatal experience reported.Reasons for applying were; 86% wished to increase knowledge, 54% expected to gain from multicultural collaboration, 30% wanted to experience a new approach to learning. 62% had no prior online learning experience. The benefits of flexible studying and improved access to training resources were highlighted.We conclude that there is demand for both online postgraduate education and continuing professional development in neonatal medicine to meet the needs of a diverse group of European doctors.