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Copyright of Promotion de la Santé et Prévention des Maladies Chroniques au Canada is the property of Public Health Agency of Canada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Competing Interests: Intérêts concurrents: Kevin Brown, Nathan Stall et Peter Jüni sont affiliés à l’Ontario COVID-19 Science Advisory Table. Peter Jüni est membre non rémunéré d’un groupe qui dirige plusieurs essais cliniques subventionnés par Appili Therapeutics, AstraZeneca, Biotronik, Biosensors, Eli Lilly, St. Jude Medical et The Medicines Company, et a participé à des comités consultatifs ou agi à titre de consultant pour Amgen, Ava et Fresenius, indépendamment des travaux soumis. Aucun autre intérêt concurrent n’a été déclaré. Déclaration d’intérêts: Nathan Stall est corédacteur pour le JAMC et n’a pas participé au processus ayant mené au choix de cet article.

Introduction: Continuing education (CE) can help public health professionals maintain and further develop their knowledge and skills to adapt to the changing public health landscape. This scoping review aims to identify the preferred modalities for delivering CE to public health professionals and to determine how equity has been incorporated into public health training., Methods: Using the PRISMA extension for Scoping Reviews as a guide, we searched four databases for peer-reviewed primary research studies that evaluated public health workforce CE modalities., Results: The review included 33 studies published between 1 January 2000 and 6 August 2019 from over 11 countries. Most articles broadly described their training audience as public health professionals employed by government or non-governmental organizations. Delivery methods included online, in-person or blended learning (combining online and in-person instruction). Learners strongly preferred self-directed approaches. Organizational support, including protected time for professional development during work hours, was an important enabler of training completion. Commonly cited barriers included course duration and a high number of contact hours., Conclusion: Findings suggest that there is no single preferred training modality. We identified three elements that influence modality preference: design, delivery and organizational support. Modality should be determined by participants' location, needs and previous experiences to ensure the content is relevant and delivered in a way that equips learners to apply the knowledge gained., Competing Interests: The contributing authors declare no potential conflicts of interest with respect to the research, authorship and/or publication of this article.