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0 – internet platforms that facilitate multi-way communication and enable feedback and collaboration – the notion of Medicine 2.0 has emerged. Medicine 2.0 can empower individuals to take a more active role in their health and education by providing a space to share stories, discuss and disseminate health information, and engage with others. This paper discusses Medicine 2.0 as a tool for medical education during a pandemic. Methods Using a case study approach, this research explored the use of Twitter during the H1N1 pandemic. Conducting a retrospective discourse analysis of tweets containing the hashtag #h1n1 appearing from June 11, 2009, the day the World Health Organization (WHO) declared the H1N1 influenza virus a pandemic, to August 10, 2010, the day the WHO declared the H1N1 influenza pandemic over, this paper describes how users leveraged Twitter for medical education purposes. Results Select tweets (n = 414), focused on identifying and addressing educational barriers and enablers during the pandemic. Further, established medical and learning organizations tended to have more Twitter followers than individual accounts and were likelier to be retweeted (have their messages broadcast by a separate account). However, this success did not necessarily translate to greater engagement (measured by @ replies and edited retweets). Conclusions Medicine 2.0 is an important consideration in medical education. This presentation explores strategies for medical educators to leverage Twitter for educational purposes, during a time of panic, but also in the every day delivery of education.