DIDACTIC APPROACHES TO PRECLINICAL E-TESTING FOR MEDICAL STUDENTS

There are three specific and key unknowns to e-testing didactics (e-testing) that distinguish it from traditional test didactics and must be addressed in the preparation of electronic tests: (1) does it test the one it needs to test (security), (2) does it test what it needs to test (validity), and (3) does it use the most appropriate tools (design). E-test didactics emerges as a distinct field combining classical test theory with contemporary digital methodologies. It entails the science of theoretical and practical teaching of assessment forms supported by e-learning platforms and test-generation software, with emphasis on objective, valid, and standardized procedures. Instructors must be trained to align assessment content with learning objectives, utilize platform functionalities effectively, and construct test items that support reliable evaluation of knowledge and skills. Our case study at Medical University – Varna illustrates the benefits and challenges of implementing e-testing in preclinical disciplines. The transition from conventional to digital assessment revealed discrepancies between teaching content and assessment tools, arising primarily from mismatches in content mapping, constraints imposed by platform functionalities, and the demand for systematic didactic training when switching from traditional paper-based tests to their digital counterparts. Despite that the study highlights the advantages of e-assessment for students and faculty: increased efficiency, immediate feedback, greater objectivity in grading, and analytical insight through digital tracking and data analysis. Common task types used in preclinical e-testing, such as multiple-choice, matching, and cloze tests, demonstrate how e-tests can measure not only factual recall but also application and comprehension. The findings suggest that e-testing, when pedagogically grounded, enhances assessment quality and supports the evolving needs of higher education.