Introduction / Innovation Concept: Rural emergency physicians often work alone, and identify higher needs for continuing professional development in emergency medicine (EM) than urban doctors. We have offered the Community Emergency Medicine Outreach program (CEMO) at 12 rural hospitals in Eastern Ontario since 2009. Each emergency team selects topics in Adult EM for discussion at half-day outreach sessions at their local hospital. Methods: The CEMO program director participated in a Masters of Health Professions Education program. Newly learned concepts were applied to further the development of CEMO. Curriculum, Tool, or Material: Five important lessons learned, and their impacts on CEMO: First, curriculum design is a dynamic process. While CEMO was originally developed for physicians, the program has attracted many participants from other disciplines including nurses, administrators, pharmacists, and learners. Content and delivery have been redesigned to enhance inter-professional learning, which promotes team harmony, local problem solving, and knowledge translation into practice. Second, learning must be highly relevant to the local context to be effective. The content of each CEMO session is tailored to each group’s perceived and ascribed learning needs. CEMO is informed by sociocultural, transformative, experiential and cognitivist learning theories. Teaching strategies include interactive discussion of locally encountered clinical cases, and simulation. Third, it is more effective to integrate new technologies into a larger curriculum than to offer them as stand-alone modules. CEMO incorporates innovative presentation software, screencasts, procedural videos, and online audience response systems to engage participants. Fourth, learning effectiveness is best measured using multiple sources of assessment, and multiple assessments over time. CEMO’s learner assessment strategies include self-reflection at sessions, and months later. Participants consider CEMO’s effects on their practice, including reactions of co-workers and patients to their new skills, knowledge and behaviours. Finally, program evaluation may take many forms, and begins with defining evaluation goals and questions. We have developed a program logic model for CEMO, and a combined process and outcome evaluation is in progress. Conclusion: The application of important educational concepts promotes the design of effective continuing education in emergency medicine for rural health professionals.