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Background Many community-based HIV research studies incorporate principles of greater involvement and meaningful engagement of people living with HIV (GIPA/MEPA) by training people with HIV as peer researchers. Unfortunately, there are still some aspects of research (e.g., quantitative data analysis and interpretation) where many projects fall short in realizing GIPA/MEPA principles. To address these gaps, we developed an eight-week training course that aimed to build capacity around the understanding and interpretation of quantitative data and incorporating lived experience to increase the impact of the knowledge transfer and exchange phase of a study. Methods Peer researchers (n = 8) participated from British Columbia, Alberta, and Ontario and lessons learned from the training were implemented throughout the dissemination of research findings from the People Living with HIV Stigma Index study. This paper presents the curriculum and main training components, course evaluation results, and challenges and lessons learned. The manuscript was created in collaboration with and includes the perspectives of both the peer researchers involved in the training, as well the course facilitators. Results Throughout the course, peer researchers’ self-assessed knowledge and understanding of quantitative research and data storytelling improved and, through interactive activities and practice, they gained the confidence to deliver a full research presentation. This improved their understanding of research findings, which was beneficial for discussing results with community partners and study participants. The peer researchers also agreed that learning about integrating lived experience with quantitative data has helped them to make research findings more relatable and convey key messages in a more meaningful way. Conclusions Our training curriculum provides a template for research teams to build capacity in areas of research where peer researchers and community members are less often engaged. In doing so, we continue to uphold the principles of GIPA/MEPA and enhance the translation of research knowledge in communities most greatly affected.

The moral and financial support of the Holocaust Educational Foundation and its President, Theodore Weiss, have been invaluable. My association with them is one of those wonderful connections that take us beyond the Auschwitz legacy.And my wonderful students of "Auschwitz and After"-they do not know how important they are in the formation and articulation of their teachers' thoughts.Mary Marocco, Theresa Mysing, and Elizabeth Nguyen are very patient and understanding "models."Mr. and Mrs. Solomon Radasky have testified before my "Auschwitz and After" class for the last eight years and given so very generously of their time . and special knowledge to my students. They have made my feeble pedagogic attempts at teaching the Holocaust into something closer to a dialogue with the most pressing issue of this century. This is my second-hand response to what both of you bear with so much courage and dignity.

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