There is a growing trend in physiology education, moving away from passive lecture-based learning towards a student-centred active learning style (1). The most effective educational method is unclear but studies into eLearning and problem-based learning (PBL) have shown encouraging outcomes. eLearning achieves high levels of student satisfaction and is versatile (2) whilst PBL enables students to develop their ability to apply their knowledge (3) and fosters critical thinking. Combining these methodologies has been suggested to enhance learning of the challenging concepts involved in respiratory physiology (4). We created a computer-based ‘eTutorial’ with PBL-inspired clinical cases to demonstrate the changes in intrapleural pressure throughout the breathing cycle, and the consequences of pneumothoraces, including treatment information based upon the guidelines of the British Thoracic Society (5). The study aims to test the hypothesis that this eTutorial will significantly improve the knowledge gain, retention and learning experience of first year medical students, compared to a paper-based resource. To evaluate the eTutorial we conducted a two-group randomised control trial. 13 first year medical students volunteered and were randomly allocated to either the eTutorial intervention (8 students) or a control group given a paper-based resource (5 students). Knowledge was assessed using three tests; one before exposure to either resource (pre-test), immediately after (post-test), and up to one week later (delayed post-test). A questionnaire, completed with the post-test, asked students to respond to statements regarding their learning experience with answers ranging from ‘strongly agree’ to ‘strongly disagree’. Markers were blinded to individuals’ identity and group allocation. Statistical analyses were performed. Ethical approval was obtained from the faculty ethics committee. A two-tailed Mann Whitney U test found no significant difference in knowledge gain (P=0.5493) or retention (P=0.999) between the two groups. However a greater percentage of students in the intervention group (65%) responded with ‘strongly agree’ to the questionnaire’s statements regarding learning experience, compared to the control (10%). Students in the intervention group showed significant improvement in ability to apply knowledge to clinical scenarios (P=0.0074 – Paired t-test) but those in the control did not (P=0.6561 – Wilcoxon ranks test).The eTutorial did not achieve any greater increase in students’ knowledge than the control group; this may be due to the small numbers of participants. However student’s increased ability to apply their knowledge, coupled with positive student feedback favoured the use of the eTutorial. This pilot study should be repeated, with comparisons to other computer-based educational resources, with a larger cohort size.