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Correspondence to Jihoon Yoo; jihoon. yoo@ thet. org © Author(s) (or their employer(s)) 2022. Reuse permitted under CC BYNC. No commercial reuse. See rights and permissions. Published by BMJ. INTRODUCTION Health partnerships (partnerships between health institutions in the UK and the Global South that work together to cocreate responses to locally identified health system priorities) are a cornerstone of the UK approach to global health, as outlined in the 2007 report by Lord Nigel Crisp, and subsequent reports of the All Party Parliamentary Group on Global Health. 2 In 2020, the COVID19 pandemic pushed much of the Health Partnerships work online, removing the facetoface element of teaching and support and creating new challenges and opportunities to build human relationships, clinical skills and service quality across borders. Online learning is not new and can be defined as ‘the use of electronic technology and media to deliver, support and enhance both learning and teaching and involves two way communication using online content and processes’. Its use in global health has brought new challenges to the educational process, but also new opportunities to improve equity and social justice in health professional education and the opportunity to rethink colonial approaches and unconscious bias that have negatively affected patient, population and planetary health. The call to examine the ‘educational statues and white privilege that informed past approaches has reshone a light on: (1) the positive and adverse impact of development assistance, and the national and organisational support needed for successful outcomes; (2) the positive and adverse impact of the globalisation of medical education and the zero epistemological approach taken in the past and (3) the positive impact of international capacity development partnerships. This has resulted in the development of 10 core principles to inform future approaches for the use of technology in capacity development interventions in global health. These principles build on a bank of the Tropical Health and Education Trust's (THET) resources that improve the quality, safety and equity of global health. 9 Such guidelines enable those using them to move from the core common principles that define how they work to make decisions to implement specific projects and practice to improve learning and health. This paper describes the evolution of the guiding principles to support this shift to virtual capacity Summary box