Telehealth is defined as “the use of electronic information and telecommunications technologies to support long distance healthcare, patient and professional health-related education, public health and health administration” (2). This technology has proven to be a promising method of providing continuing education for healthcare providers (3) as well as supporting clinical services for patients (4). Multiple studies demonstrate effective distance education to rural locations in the United States using telehealth (5–7). However, there remains limited evidence of the cost-effectiveness and the acceptability by both patients and health-care providers of using this technology, and most research to date has been conducted within higher income countries. Recent studies have begun to show promise in addressing the disparity of medical specialists in LMICs by expanding access to sub-specialty training through telehealth (8, 9). Several organizations link multiple groups across geographical and cultural boundaries to provide educational videoconferencing, including the Reseau en Afrique Francophone pour la Telemedicine (10–12), the KwaZulu-Natal Experience (13), and the Global Educational Toxicology Uniting Project (14). Additionally, several programs have explored collaborations between academic institutions/hospitals in higher income countries and LMICs to provide medical education via teleconference, including in specialties such as obstetrics and gynecology (15), emergency and trauma care (16), anesthesia (17), and surgical skills training (18). While much of the rapidly expanding research for Internet-based remote education in LMICs is focused on the continuing medical education of physicians and trainees, a study in Malaysia showed that nurses and their remote lecturers responded positively to e-learning, noting that communication and interaction are key components to a teleconferencing format of teaching (19). Furthermore, during the recent Ebola epidemic, a tablet computer tutorial application was successfully used to train frontline health workers by improving knowledge and attitudes surrounding the virus (20). While telehealth technology holds great promise in educating health professionals in LMICs, very few studies have assessed the feasibility and acceptability of this teaching method with frontline health workers such as CHNs.