Building Capacity for HIV Prevention: Development of an Online Peer Training Curriculum for Latino Sexual Minority Men

Background: Latino gay, bisexual, and other sexual minority men (SMM) continue to face significant disparities in HIV incidence, largely due to social and structural barriers that hinder access to HIV-related services. Implementation of equity-focused strategies that enhance the capacity of community-based organizations (CBOs) to deliver evidence-based HIV prevention and care interventions have potential to effectively address these disparities. This includes increasing the ability of CBOs to train peer navigators and other support personnel who can engage Latino SMM in culturally relevant ways. The present study aimed to develop a scalable and acceptable online curriculum to train peers in delivering existing, evidence-based HIV prevention and care interventions specifically designed for Latino SMM.

Methods: This community-based study partnered with a local CBO in Seattle, WA, serving the Latino LGBTQ+ community, to co-create an online curriculum aimed at strengthening the ability of CBOs to train peers in HIV prevention. We conducted in-depth interviews with 11 key informants from six different CBOs in Washington state that provide HIV/AIDS services to explore the multilevel barriers and facilitators impacting Latino SMM’s engagement with HIV prevention and care. Additionally, we solicited recommendations on key training components that could empower peers to effectively promote HIV prevention within the Latino SMM community. Using content worksheets and community consultations, we synthesized these recommendations to develop the online curriculum, which was guided by the Information-Motivation-and Behavioral Skills (IMB) Model and Empowerment theory. The curriculum was piloted with six Latino SMM peers, and we conducted pre- and post-assessments to evaluate changes in their learning and confidence as peer navigators.

Results: A 5-module curriculum was developed using the Moodle learning management system, covering the following topics: 1) Peer roles and communication skills, 2) HIV prevention basics, 3) Pre-exposure prophylaxis (PrEP) fundamentals, 4) Supporting adherence to HIV prevention and care, and 5) Stress, coping, and fostering healthy relationships. The curriculum was available in both Spanish and English and included interactive elements, videos, and a certificate of completion for participants. Following completion, participants who took the post-assessment (n=4) reported increased confidence in their ability to serve as peer navigators for HIV prevention among Latino SMM. The majority (n=3) found the curriculum to be very or extremely useful with one participant reporting it was somewhat useful.

Conclusion and Implications: This study demonstrates the feasibility of using an online, modular peer training curriculum to enhance the capacity of CBOs in reaching Latino SMM for HIV prevention and care services. By leveraging peer-based interventions and online technology, this approach not only builds the capacity of CBOs to deliver critical services but also empowers Latino SMM to actively participate in their own HIV prevention. The use of online platforms for training enhances scalability and flexibility, allowing these programs to reach broader, geographically dispersed populations. The preliminary success of this model suggests its potential to significantly expand the reach of HIV prevention interventions. Future research will evaluate the impact of this intervention on increasing HIV prevention uptake, adherence, and retention in care among Latino SMM.