To the Editor: The environment in which medical students learn today is vastly different than it was 20 years ago when the Internet was not such a dominant tool in medical education. E-learning platforms are now increasingly utilized by medical schools around the world and comprise adaptive tutorials, audiovisual clips, and virtual models. These educational media possess several distinct advantages over traditional didactic models of instruction, including the ability to update material in a timely manner to ensure delivery of the latest evidence-based content to trainees. E-learning has been demonstrated to be as effective as conventional didacticism and can be used to foster self-directed learning. 1 It encourages medical students to exert greater control over their learning by allowing flexibility over content and pace. In such models, educators can evaluate competencies objectively through online assessments, enabling students to receive personalized feedback for selfimprovement.

E-learning will undoubtedly have a significant impact on the environment in which future medical students learn. The gradual shift towards e-learning is seen as a catalyst for applying adult learning theory, which will see more medical educators taking on the role of facilitator and assessor of competency. 1 Most medical students view e-learning as enjoyable and effective but, interestingly, do not see it replacing traditional didactic methods. 2 Indeed, e-learning is often a