Wave One findings confirm previous research that CE can improve knowledge, skills, attitudes, behavior, and patient health outcomes. Wave Two syntheses show that CE, which is ongoing, interactive, contextually relevant, and based on needs assessment, can improve knowledge, skills, attitudes, behavior, and health care outcomes. The most important implication of the present review is that there are differential impacts of CE programs, and the reasons for those impacts cannot be fully understood unless the context of the program is considered.

This article describes the effect of an online analytic skills training course on professional development and practice and discusses recommendations for using this training modality in the public health workforce. The Enhancing Data Utilization Skills Through Information Technology initiative trained professionals in maternal and child health from 13 Southerntier state and local health departments to collect, analyze, and interpret data via a year-long Web-based course. The evaluation of this initiative was based on a model of change for health professionals that holds that training influences behavior by increasing knowledge, influencing beliefs related to the behavior, enhancing self-efficacy, and improving skills. Participants' knowledge, beliefs, and self-efficacy all increased significantly during the course. Participants' self-assessed skill levels increased significantly for each of 12 selected skills and overall for all skills combined. Distance learning is potentially an effective means for professionals to advance their skills while continuing to fulfill their work-related responsibilities.

The objective of this article is to describe factors which contribute to successful translation of science into evidence-based practices and their implementation in public health practice agencies, based on a review of the literature and evidence from a series of case studies. The case studies involved structured interviews with key informants in four health departments and with four corresponding partners from academic institutions. Interviews were recorded and transcribed, coded by two independent, trained coders, using a standard codebook. A thematic analysis of codes was conducted. Coding was entered into Atlas TI software for further analysis. Results from the literature review indicated that only approximately half of programs implemented in state and local health departments were evidence-based. Lack of time, inadequate funding, and absence of cultural and managerial support – including incentives - are among the most commonly cited barriers to implementing evidence-based practices. Findings from the case studies suggest that these health departments, successful in implementing evidence-based practices, have strong relationships and good communication channels established with their academic partner(s). There is strong leadership engagement from within the health department and in the academic institution. Implementation of evidence-based programs was most often related to high priority community needs and the availability of resources to address these needs. The practice agencies operate with a culture of quality improvement throughout the agency. Information technology, training, how the interventions are bundled, including their complexity and ability to be customized and resource requirements are all fruitful avenues for further research.