The importance and relevance of e-learning courses in medicine and health sciences has increased significantly in the last decade. Despite this, there are few published teaching experiences of e-learning histology courses in the literatureoldwide.w The histology course we designed was structured on the Moodle platform as a learning management system, and the content was proposed in a synchronous (zoom) and asynchronous (recordings) format. We also included the use of free virtual microscopys. This tool study aimed to investigate the impact of an e-learning histology course on the satisfaction and performance of medical,and nursing midwifery students. The sample included 424 Chilean medical, nursing, and midwifery students from two cohorts. A Likert-typervey su was administered at the end of the course. We performed exploratory analysis and ordinary least squares regression. Indy, this we stu present a positive experience of an e- learning histology course. Exploratory factor analysis revealed three main factorsed to relat"elearning satisfaction", "in-person class activities", and "course design and teaching quality". We also found that there waspositive a and significant relationship between students' perceptions of the adaptation of the traditional (face-to-face) histology cours an inte-learning format and their academic performance. Our study shows that e-learning histology courses that integrate lectures and sessionspractical can be a valuable teaching method for learning histology. Curriculum developers and teachers need to consider the nd limitations a advantages of this type of teaching and incorporate these three factors into the design and assessment of e-learning courses.histology