“…The rapid global adoption of e‐learning in medical education has led to a simultaneous increase in research in this domain. The literature on e‐LMED varies in perspectives on the program, process and outcome evaluation (Barteit et al., 2020; Sawarkar & Sawarkar, 2020; Wang, Zhang, Liu, Jiang, Jia, et al., 2021; Wang, Zhang, Liu, Jiang, Tang, & Liu, 2021) to the evaluation of the cost‐effectiveness of e‐learning in medical education (Bista et al., 2021; Finucane & McCrorie, 2021; Sandars, 2021; Walsh, 2021), to the challenges and opportunities of e‐learning in medical education (Cosnita et al., 2020; Förster et al., 2020; Gray et al., 2021; Hayat et al., 2021) and comparison between e‐learning, blended learning and traditional classroom teaching (AlQhtani et al., 2021; Amir et al., 2020; Fitzgerald et al., 2021; Vallée et al., 2020; Venkatesh et al., 2020) to mention just a few. Publications in digital medical education are diverse, and there seems to be no agreement between the methods, tools and techniques used by authors in solving the same problem.…”