Developing a Community of Practice for HIV Care: Supporting Knowledge Translation in a Regional Training Initiative

Area of Science:

• Medical Education
• Infectious Diseases
• Public Health

Background:

• Ensuring skilled HIV providers faces challenges from rapid field advancements and diverse patient/provider populations.
• Effective education strategies are crucial for translating new knowledge into clinical practice and retaining experienced providers.
• The New England AIDS Education and Training Center (NEAETC) offers various educational methods to support HIV providers across six states.

Purpose of the Study:

• To explore interprofessional perspectives on NEAETC's educational program.
• To understand successes and identify areas for improvement in pedagogical modality, content, and clinical impact.
• To evaluate the effectiveness of different training approaches in supporting HIV care providers.

Main Methods:

• A mixed-methods study conducted from 2013-2014.
• Analysis of quantitative programmatic data on training participants and modalities.
• Semistructured interviews with 30 HIV providers, with thematic coding of qualitative data.

Main Results:

• NEAETC shifted focus from didactic training to active learning (case discussions, consultations), reducing lectures by half.
• Qualitative findings confirmed the value of active learning for knowledge translation and provider engagement.
• On-site training facilitated peer networking, and tailored topics addressed diverse local needs, enhancing provider capacity and support.

Conclusions:

• Tailored, active learning approaches improve HIV provider capacity, peer learning, and support.
• Future evaluations should assess the impact on community of practice and provider team empowerment.
• The NEAETC model demonstrates success in adapting education to meet the evolving needs of HIV care professionals.