Polymorphic innovations of Web 2.0 have both inspired and facilitated a near ubiquitous learning architecture centered on mobility, customization, and collective intelligence in a variety of fields. These reconfigurable pedagogical learning platforms have empowered participants by removing passive, standardized methods of unilateral knowledge delivery established by its Web 1.0 predecessor, and included a multitude of divergent, informal, and participant-driven social networks. These new technological devices and opportunities for self-guided, multidirectional knowledge exchange within newly established informal learning networks are affordable and flexible. Thus, McLoughin and Lee's (2007) moniker of "Pedagogy 2.0" is apropos (p. 672). The teaching and training of professional medical personnel, aligned with the flexibility and the capability of Web 2.0 platforms in the exchange of collaborative social learning, can be an authentic and productive knowledge-making andragogical approach to healthcare training. Such training must consider, study, and embrace social-constructivism, problem-based learning, andragogy, universal design for learning, media naturalness theory, divergent thinking, and the expanded rhetorical triangle in order to maximize the potential of mobile medicine through expanding the practice of telemedicine.