Medicine comprises a vast collection of knowledge, skills and attitudes. The trainee practitioner must achieve a large number of learning objectives within each of these so‐called domains of learning to be considered competent to practice. The acquisition of learning objectives in both undergraduate and postgraduate medical education can be achieved by a mixture of modalities including apprenticeship, didactic teaching (lecturing), self-study and small group learning. The recent rapid development of information technology has allowed electronic learning or “e-learning” to obtain a place in the “teaching toolbox” (Choules, 2007).

Over the years medical education has undergone significant evolution in this digital world. Blending all teaching and learning activities and assessment with eLearning would enhance the student learning experience and can be effectively utilised for teaching and assessing undergraduate as well as postgraduate medical students. In International Medical University (IMU) many forms of eLearning tools are used for online assessment which provides support and enhances the student learning experience.

In the various modules in our curriculum across Phase I (Semesters 1 to 5) and Phase II (Semesters 6-10) many types of online assessment using e-learning are done. These include Formative assessments(OBA,OSPE and OSCE), Summative assessments(OBA,EMQ and OSPE), Assigned independent reading topics, Elective reports, General Practice posting reports, Reflective reports,Community Oriented project,Clinical competencies,Online interactive quizzes,Portfolio, and Case summaries. The various eLearning components of the modules were extracted by using a quantitative questionnaire with the Likert scoring scale ranging from 1 to 4. Different templates for the questionnaires were used for the modules in Phase I and II of the medical curriculum.These questionnaires are generally administered to the students at the end of the module.The students are able to access the questionnaire through our elearning portal.Students are encouraged to answer all the components of the questionnaire and maximum student response is encouraged by the module coordinators.

The effectiveness of various components of the eLearning such as usefulness in gathering information provided, regarding eLearning promoting interactive/peer learning, feedback on assessment and appropriateness and fairness of assessment were evaluated from the period of January 2014 to December 2014. Many different cohorts of students were evalauted to assess the various components of the elearning.The mean scores across the cohorts and both phases varied from 2.49 to 3.43.

The results were tabulated for Phase I and Phase II as follows:

The mean scores ranged from 2.49 to 3.10.The lowest response rate was 6.58%.

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Q1- Elearning was useful in gathering more information

Q2- Elearning promoted interactive/peer learning

The mean scores ranged from 2.92 to 3.47.The highest response rate was 79.8%.

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Q1- Assessment was appropriate and fair

Q2- Feedback on assessment