The course of “Introduction to Human Anatomy” is part of the curriculum delivered to the undergraduated students (Freshman year) at the Faculty of Medecine of the University of Liege. The course is taught in a blending learning mode combining traditional intructor-led and e-learning activities. The MCQ 2 test is one of the three components of the final written exam (which consists of 3 MCQ tests). This test requires students to recognize and identify the organ’s orientation in cross-sections represented in different spatial views. In our study, we tried to evaluate how the online training exercises provided by the instructors team for that particular ability was appreciated by students and if students benefited from this type of online activities to improve their examination results for MCQ 2 test. Further in our research, we asked student about their perceptions of coherence between the aims, methods and evaluation of our entire system. Then this perception has been compared with the overall score of the exam to look for the present of correlation elements. We observed that the MCQ 2 test results are significantly better for students who practiced the new online exercises and for students having seen the value of this activity. The perception of consistency or coherence between the objectives, methods and assessment is not correlated to the overall score of the student. As conclusion, we can declare that the new learning scenario proposed positively enriches the learning environment for students. It can be easily scaled up for important groups and accessed at any time by users. It focusses on specific objectives, is directly linked to the examination system of the course (MCQ 2) and also allows developing a competence expertise related to their future medical profession.