**Background:** The paper addresses the critical shortage of trained public health managers in LMICs, where existing training programs are often based in developed country settings and fail to provide contextually relevant learning. The authors argue that public health managers in LMICs need competencies in leadership, governance, program planning, financial management, supply chain management, quality management, human resource management, monitoring and evaluation, and communication. The objective was to document the development and evaluation of a capacity-building program specifically designed for LMIC public health managers.
**Methods:** The program was developed at the Postgraduate Institute of Medical Education and Research (PGIMER), Chandigarh, India, using Kern's six-step framework: 1) Problem identification, 2) Targeted needs assessment, 3) Goals and objectives, 4) Educational strategies, 5) Implementation, and 6) Evaluation and feedback. A Delphi technique with 20 experts (5 senior academicians, 5 public health/program/project managers, 5 clinicians, 5 NGO representatives) was conducted over four rounds to identify problems, competencies, objectives, teaching methods, and faculty. The resulting program was a 5-10 day biannual International Public Health Management Development Program (IPHMDP) conducted six times between 2016 and 2019. Evaluation used Kirkpatrick's four-level model (Reaction, Learning, Behavior, Results). Knowledge was assessed via pre- and post-program questionnaires, with correct responses scored as "one" and incorrect as "zero." Feedback used a five-point Likert scale. Analysis was done using SPSS version 20.
**Key Results:** A total of 178 participants from 42 countries attended the six programs (36 in first, 27 in second, 35 in third, 24 in fourth, 24 in fifth, 32 in sixth). Participants included 69 (38.7%) females and 109 (61.2%) males; 139 (78%) were postgraduates; 87 were from India and 91 from Africa, South America, Asia, and Europe. Eight key competencies were identified: leadership and governance, project/program planning, financial management, supply chain management, quality management, human resource management, monitoring and evaluation, and communication. Blended teaching methodology was adopted. For Level 1 (Reaction), 89.8% rated prior information as "good," 90.1% rated venue facilities as "good," 92.9% rated pace and sequencing as "good," 90.6% rated mix of methodologies as "good," and 92.5% found the program relevant to their job responsibilities. For Level 2 (Learning), 96.1% reported strengthened knowledge and skills, and 94.9% intended to use learning from the program. Pre-post knowledge assessment showed statistically significant improvements in all competencies: leadership and governance (pre 1.78±1.6 vs post 2.32±2.0, p=0.046), project/program planning (1.50±0.7 vs 1.91±0.4, p=0.037), financial management (1.20±0.3 vs 1.85±0.6, p=0.076), supply chain management (1.99±0.9 vs 2.45±1.1, p=0.042), quality management (1.57±0.4 vs 2.12±0.3, p=0.011), human resource management (1.61±0.5 vs 2.01±0.7, p=0.033), monitoring and evaluation (1.82±0.5 vs 2.57±0.5, p=0.012), and communication (1.26±0.5 vs 1.56±0.6, p=0.012). The overall effect on knowledge was significant (p<0.0001) for all six programs individually. For Level 3 (Behavior), 160 (90%) submitted action plans within one week; 115 (64.6%) implemented them within six months. Of these, 63 (54.7%) conducted similar training/workshops/webinars, 24 (20.8%) implemented knowledge in academic settings, 17 (14.7%) in program settings, 7 (6.08%) engaged in other collaborations, and 4 (3.47%) in health promotional activities. For Level 4 (Result), 165 (92.9%) rated the program overall as "good."
**Clinical Implications:** This study demonstrates that a comprehensive, contextually relevant public health management training program developed and delivered in an LMIC setting can significantly improve managerial competencies among public health managers from LMICs. The high rate of action plan implementation (64.6% within six months) and knowledge translation (54.7% conducting similar trainings) suggests meaningful real-world impact. The authors recommend that LMIC-based programs should be integrated into graduate and postgraduate education, that alumni should be engaged for training future cohorts, and that online platforms should be developed to increase reach. The program's success in using adult learning methodologies and field-based learning in LMIC settings challenges the traditional North-to-South flow of expertise in global health training.