One common method of addressing poor quality care in low-resource settings is clinical training programs. However, despite clinical training programs’ ability to improve provider knowledge and skills, a single educational experience does not consistently result in improved health outcomes in low- and middle-income countries. Additional elements are essential to effective translation of training programs into practice including maintaining knowledge and skills, monitoring and evaluation and continuous quality improvement with supportive supervision. Knowledge and skills can be maintained with refresher training, low-dose high-frequency practice of complex skills and point-of-care checklists. Processes of care and health outcomes can be continuously monitored and evaluation of this data reflected back to providers. Continuous quality improvement methods can be used to address local barriers to evidence based care with context-driven solutions, and is most successfully employed with the facilitation of a supportive supervisor. In sum, a training program must be embedded in a self-consciously orchestrated context of pre- and post-program initiatives, all of which are designed to turn the knowledge and skills imparted by the training program into instrumental processes of care.Master of Public Healt
