Training health professionals within university environments has traditionally focused on face-to-face methods. Practitioners working within the UK National Health Service (NHS) have found it difficult to gain leave from work to attend for study due to the demands of the NHS and staff shortages. In response, the authors developed a distance e-learning course to match the current traditional taught programme. The first e-learning module (a research methods module) was comparable in content to the traditional taught module, and developed to incorporate a formative assessment design throughout, embodying the constructivist approach and the principle of assessment for learning. The authors evaluated student experiences with the e-learning module using a pre- and post-module questionnaire, with the taught cohort used as a comparison. They tested the importance of support, levels of information technology (IT) skills, preferences for e-learning and intrinsic motivation. The results identified that highly satisfied e-learning students were more likely to report a preference for e-learning initially, show higher levels of intrinsic motivation and report good support from tutors and fellow students. This article discusses the development and evaluation of the pilot module and some of the lessons learned from providing e-learning to health workers. (Contains 2 tables and 1 figure.)