This article explores the increasing use of Web-based collaboration tools such as wikis, blogs, and podcasts in virtual collaborative clinical practice and education. These tools, known as Web 2.0 applications, offer powerful information sharing and collaboration features due to their ease of use and rapid deployment. Wikis, which can be edited by anyone with access, blogs, which are online journals, and podcasts, which provide audio and video content, have been adopted by many health-related professional and educational services. The authors discuss the advantages and disadvantages of these tools, including their potential for enhancing learning experiences and deepening engagement among students, clinicians, and patients. However, issues such as vandalism, content accuracy, and patient privacy must be addressed. The article emphasizes the need for further research to build a pedagogic evidence base and develop best practices for integrating these tools into existing e-learning programs. The authors also propose a research agenda to evaluate the effectiveness of these tools in medical/health education and encourage educators and researchers to experiment with them.This article explores the increasing use of Web-based collaboration tools such as wikis, blogs, and podcasts in virtual collaborative clinical practice and education. These tools, known as Web 2.0 applications, offer powerful information sharing and collaboration features due to their ease of use and rapid deployment. Wikis, which can be edited by anyone with access, blogs, which are online journals, and podcasts, which provide audio and video content, have been adopted by many health-related professional and educational services. The authors discuss the advantages and disadvantages of these tools, including their potential for enhancing learning experiences and deepening engagement among students, clinicians, and patients. However, issues such as vandalism, content accuracy, and patient privacy must be addressed. The article emphasizes the need for further research to build a pedagogic evidence base and develop best practices for integrating these tools into existing e-learning programs. The authors also propose a research agenda to evaluate the effectiveness of these tools in medical/health education and encourage educators and researchers to experiment with them.