Introduction/Background United States Department of State healthcare providers deployed in remote international settings face challenges in meeting the educational requirements for maintaining their professional certifications and proficiency. To meet this need, we leveraged an existing telemedicine consultation program with a large academic medical center to create a continuing education teletraining series for the interprofessional teams. We conducted a needs assessment and incorporated patient care challenges common in their deployed settings to determine the topics to be included into the curriculum. We analyzed continuing education requirements for emergency medical technicians, paramedics, nurses, advanced practice nurses, physician assistants, pharmacists and physicians and included these in the teletraining curriculum. Methods In April 2013 we launched a bi-monthly program. The teletraining sessions are between one and two hours in length and target each of the professions. In order to meet the needs of all learners, shared learning objectives are identified and supplementary subject matter is covered as needed. Faculty presenters are experts in their field from multi-disciplinary backgrounds. Teaching strategies combine didactic presentations with case studies that allow participants to interact with presenters in a virtual classroom. The teletraining sessions are broadcasted to Department of State civilian contractors deployed throughout 16 sites worldwide. Participants include emergency medical technicians, paramedics, nurses, advanced practice nurses, physician assistants, pharmacists and physicians. Between April 17, 2013 and July 23, 2013, we have presented seven sessions for a total of 11 hours. Each session is attended by an average of 72 participants from a range of professions across a mean of 12 sites. Presentation topics to date include pre-hospital care and emergency medicine (e.g. airway management, capnography, allergic reaction, overdose, drowning), trauma, dermatology and cardiology. The average continuing education credits distributed for the first seven sessions include 52% EMT and paramedic education, 21% medical education, 18% nursing education and 9% other. After each session, we disseminate an electronic evaluation. Results reveal that an average of 98% of participants agreed that the learning objectives were met for each session. Presentation quality and speakers’ ability to convey subject matter were evaluated on a Likert scale (1-Poor to 5-Excellent) with 95% of participants giving a rating of "excellent" or "very good" for presentation quality and 91% for the speaker’s ability. A majority (89%) of the participants agreed that the sessions were at an appropriate education level, however 6% reported that the educational content was targeted at too high a level and 5% too low. Participants agreed these sessions increased their knowledge (91%), improved competency (89%), enhanced their performance (89%) and ensured patients will have improved outcomes (92%) on a rating of "Yes", "No", or "I don’t know". We use qualitative themes from the session evaluations to improve future sessions. Results: Conclusion This program presents a novel approach to interprofessional education using telemedicine technology. Thus far, the educational sessions have met learning objectives with highly rated course content and speaker quality. The teletraining will continue to have an adaptable and iterative curriculum based on session evaluations, ongoing feedback from leadership and current in-country clinical care requirements. Additionally, we continue to modify our approach to ensure we are meeting the needs of the interprofessional audience. The existing collaboration between Department of State contractors and our large academic medical center will continue to evolve. Prospective plans include incorporating simulation technology via distance learning utilizing human patient simulators, task trainers and additional educational tools. This will be accomplished via a "train-the-trainer" method in which we will use telemedicine technology to lead the respective trainers at individual sites through simulation scenarios and psychomotor skills training. Disclosures Author is director of Center that manufactures and distributes Harvey simulators. All funds are directly to the University of Miami. No perssonal financial interest are involved.