PURPOSE Some medical schools are switching to active collaborative learning methodologies such as team-based learning (“TBLâ€). One challenge they face is to provide professional development to faculty in the new methodology. Some institutions have the time and financial resources to send faculty to high profile medical education conferences in Europe, Malaysia, Singapore and the United States. However, institutions do not have the time or resources for such events. This can create a faculty development gap between institutions with different resources. The author hypothesized that solution is to provide faculty with professional development using active collaborative learning techniques in an online distance education modality. Such a solution would not replace in-person faculty development but rather to increase access to faculty development for those that do not have the resources or time to access in-person faculty development. METHODS The author organized 16 faculty development workshops using an online synchronous modality and delivered them using the TBL form of active collaborative learning. Participants were surveyed after the workshops and both qualitative and quantitative feedback was analyzed. RESULTS The workshops were attended by 360 educators from 27 countries on six continents. Over 99% of participants were satisfied, would recommend to others, felt the content was relevant and the format was effective. CONCLUSIONS The author concludes that is feasible to deliver faculty development using TBL in an online synchronous modality to for educators that are not in the same physical location, participants from a wide range of geographies were satisfied with experience.