Aims: Evaluating the viewpoints of students and teachers is the way to improve quality of E-learning of the course. This study aimed to evaluate the quality of E-learning course at the Masters level of medical education in Tehran University of Medical Sciences.

Methods: This cross-sectional study was done on 118 master students of Medical Education and 11 university teacher of Medical Education Department of Medicine School, (Hemmat Pardis) of Tehran University of Medical Sciences in 2011-12 that all subjects were selected by census sampling method. Data collected by a researcher-made questionnaire with 32 questions. Data collected in five domains including instructional design, interactivity, courses content, individual learning opportunities and evaluation of the period. To analyze data, SPSS 16 software using independent T-test was used.

Findings: The quality of course content and individual learning opportunities domains were at an optimum level, instructional design and evaluation of the period domains were at the relatively ideal level, and interactivity domain was at the unsatisfactory level. There was no significant difference between the teachers’ and students’ views on the quality of five domains.

Conclusion: Quality of e-learning course at the master level of Medical Education of Medicine School of Tehran University of Medical Sciences assessed at a relatively favorable level according to the average of assessed five domains.