A Peer-to-Peer Collaborative Learning Approach for the Implementation of Evidence-Informed Interventions to Improve HIV-Related Health Outcomes

• Published in: AIDS and behavior
• Main Authors: Keuroghlian, Alex S, Marc, Linda, Goldhammer, Hilary, Massaquoi, Massah, Downes, Alicia, Stango, Joseph, Bryant, Hannah, Cahill, Sean, Yen, Jessica, Perez, Antonia C, Head, Jennifer M, Mayer, Kenneth H, Myers, Janet, Rebchook, Gregory M, Bourdeau, Beth, Psihopaidas, Demetrios, Chavis, Nicole S, Cohen, Stacy M
• Format: Journal Article
• Language: English
• Published: United States 10.02.2024
• Subjects: HIV/AIDS; Experiential learning; Technical assistance; Peer-to-peer learning; Implementation science; Evidence-informed interventions
• ISSN: 1090-7165; 1573-3254
• DOI: 10.1007/s10461-023-04260-4

The nationwide scale-up of evidence-based and evidence-informed interventions has been widely recognized as a crucial step in ending the HIV epidemic. Although the successful delivery of interventions may involve intensive expert training, technical assistance (TA), and dedicated funding, most organizations attempt to replicate interventions without access to focused expert guidance. Thus, there is a grave need for initiatives that meaningfully address HIV health disparities while addressing these inherent limitations. Here, the Health Resources and Services Administration HIV/AIDS Bureau (HRSA HAB) initiative Using Evidence-Informed Interventions to Improve HIV Health Outcomes among People Living with HIV (E2i) piloted an alternative approach to implementation that de-emphasized expert training to naturalistically simulate the experience of future HIV service organizations with limited access to TA. The E2i approach combined the HAB-adapted Institute for Healthcare Improvement's Breakthrough Series Collaborative Learning Model with HRSA HAB's Implementation Science Framework, to create an innovative multi-tiered system of peer-to-peer learning that was piloted across 11 evidence-informed interventions at 25 Ryan White HIV/AIDS Program sites. Four key types of peer-to-peer learning exchanges (i.e., intervention, site, staff role, and organization specific) took place at biannual peer learning sessions, while quarterly intervention cohort calls and E2i monthly calls with site staff occurred during the action periods between learning sessions. Peer-to-peer learning fostered both experiential learning and community building and allowed site staff to formulate robust site-specific action plans for rapid cycle testing between learning sessions. Strategies that increase the effectiveness of interventions while decreasing TA could provide a blueprint for the rapid uptake and integration of HIV interventions nationwide.