Medical Journal of Dr. D.Y. Patil Vidyapeeth

: 2019  |  Volume : 12  |  Issue : 3  |  Page : 284--285

Use of E-learning tools for assessment in medical education

Saurabh RamBihariLal Shrivastava1, Prateek Saurabh Shrivastava2,  
1 Vice Principal Curriculum, Department of Community Medicine, Member of the Medical Education Unit and Institute Research Council, Shri Sathya Sai Medical College and Research Institute, Kancheepuram, Sri Balaji Vidyapeeth, Kancheepuram, Sri Balaji Vidyapeeth, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Kancheepuram, Sri Balaji Vidyapeeth, Tamil Nadu, India

Correspondence Address:
Saurabh RamBihariLal Shrivastava
3rd Floor, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Ammapettai Village, Thiruporur - Guduvancherry Main Road, Sembakkam Post, Kancheepuram - 603 108, Tamil Nadu

How to cite this article:
Shrivastava SR, Shrivastava PS. Use of E-learning tools for assessment in medical education.Med J DY Patil Vidyapeeth 2019;12:284-285

How to cite this URL:
Shrivastava SR, Shrivastava PS. Use of E-learning tools for assessment in medical education. Med J DY Patil Vidyapeeth [serial online] 2019 [cited 2022 Sep 29 ];12:284-285
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Full Text

Dear Sir,

Amidst a significant use of the internet and other information and communication technologies, e-learning has been acknowledged as one of the approaches with significant potential in the field of medical education.[1] This is not only due to the financial perspective, but also due to the broad dimension of learning and that too at the learner's pace and their convenience.[2] Further, studies have indicated that e-learning plays a crucial role in supplementing the traditional curriculum and also aids the medical students to develop the desired competencies and become a lifelong learner.[2],[3],[4],[5]

However, it is important to understand that e-learning not only has its potential in teaching-learning activities, but also in the field of assessment, as it can easily overcome the prevailing barriers in the conventional assessment methods.[3],[4] The assessment can be implemented through a wide range of ways, such as through online discussion and progression of learning assessment through a moderator, obtaining feedbacks (namely, use of SurveyMonkey, Google Forms, etc.), reflective writing to document learning, employment of e-portfolios, the use of crossword puzzle or multiple choice questions, scholarly products, real-time quiz, and making student respond to the activities designed to assess higher levels of cognitive domain.[2],[3],[4],[5]

Further, the assessment process can also occur through e-posters, employment of learning management systems, and use of wikis for ensuring peer assessment and narrative writing. Finally, methods such as task-based simulation or virtual patient can also be used for the assessment using information and communication technology. Most of the above methods can be used for the assessment of the cognitive domain.[2],[5] However, the skill domain can be assessed through the virtual cases, while the affective domain through the promptness of response, consistency, and efforts taken to clarify the questions raised (crude indicators).

Moving on e-learning methods can be used in both formative and summative assessments, and this ensures that the pattern of the assessment does not change, just because of the nature of the exams and students' convenience is also taken care of.[1],[2],[5] The next important aspect is the effectiveness of these e-learning tools in carrying out the assessment and what else they bring to the plate in medical education.[2],[3] Obviously, they are quite effective, based on the variety of questions which can be formulated and posted for discussion, but then the feature of the tool which allows the teacher and learner to interact even in real-time, enrich the quality of discussion and augments mutual learning.[2],[3],[4]

Further, owing to the presence of a facility to provide an instant feedback, the learning is fast and useful and allows the learner and the teacher to plan for remedial actions.[5] However, these methods have their own limitations such as difficulty in assessing the affective, psychomotor, and communication domain. In addition, the problem of copy-paste is quite common, and in order to minimize the same, there is an immense need for the students to be self-disciplined and motivated.[1],[2],[3]

In conclusion, e-learning in the field of medical education has immense potential for their use even in the field of assessment, and it can document the current status as well as the progression of medical students both in terms of knowledge and skills.

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Conflicts of interest

There are no conflicts of interest.


1Huynh R. The role of e-learning in medical education. Acad Med 2017;92:430.
2Luo L, Cheng X, Wang S, Zhang J, Zhu W, Yang J, et al. Blended learning with Moodle in medical statistics: An assessment of knowledge, attitudes and practices relating to e-learning. BMC Med Educ 2017;17:170.
3Oliveira AC, Mattos S, Coimbra M. Development and assessment of an e-learning course on pediatric cardiology basics. JMIR Med Educ 2017;3:e10.
4Carbonne B, Sabri-Kaci I. Assessment of an e-learning training program for cardiotocography analysis: A multicentre randomized study. Eur J Obstet Gynecol Reprod Biol 2016;197:111-5.
5Arevalo CR, Bayne SC, Beeley JA, Brayshaw CJ, Cox MJ, Donaldson NH, et al. Framework for e-learning assessment in dental education: A global model for the future. J Dent Educ 2013;77:564-75.Dear Sir,