Development of a curriculum to educate religious leaders about blood pressure using community-based participatory research and educational theory in Mwanza, Tanzania

Abstract

Hypertension is a leading cause of premature mortality in Tanzania, but low trust and awareness of biomedical healthcare and prioritization of spiritual over physical health hinders uptake of care. Religious leaders are highly respected community members and are eager to collaborate with health professionals. Few community health worker training programs utilize evidence-based pedagogical recommendations in combination with theology specific to their students' backgrounds. Our team of health research professionals and religious leaders developed a curriculum to teach local religious leaders to address and screen their communities for hypertension.We use a Community Based Participatory Research framework and evidence-based educational strategies (Kern's framework for medical education, Bloom's learning domains, and Knowles adult learning principles) to build a curriculum optimized to partner with religious leaders. Previously assessed attitudes toward and knowledge of hypertension in the community determined objectives and content, and religious leaders on the team determined appropriate religious aspects to incorporate. Through an evidence-based process, we hope to maximize efficacy of the intervention.Recognizing religious leaders as unique learners, we utilize well-tested educational theory and strategies to create a comprehensive curriculum prioritizing student input. The curriculum aligns with adult learning theories, is culturally tailored to meet the needs of the communities involved and equips religious leaders to promote blood pressure management through screening and lifestyle interventions. The curriculum addresses healthcare through a religious lens, fostering trust between healthcare professionals, patients, and religious leaders through interdisciplinary collaboration.

Keywords: Blood pressure; Community-based participatory research; Education; Hypertension; Religion; Tanzania.

Fig. 1

Diagram of application of CBPR, Kern’s learning framework, Bloom’s learning domains, and Knowle’s adult learning principles used to choose teaching strategies in the curriculum

Fig. 2

Suggested meal servings. Suggested servings include fruit, vegetables, peas, meat and fish, dairy, cereals, bananas, and roots. Photo of the meal includes common foods found in the Mwanza region. A Original Swahili slide (B) English translation of Swahili slide

Fig. 3

Slides utilized during the lecture with passages from the Qur’an and Bible that demonstrate religious views in support of public health practices. A Original Swahili slide (B) English translation of Swahili slide

Fig. 4

Slide with practice problem for RL attendees demonstrating problem-based learning and role play teaching strategies. RL attendees are given a hypothetical congregant’s blood pressure, then asked to determine which category the congregant would fall into (good, high, emergency). They will then role-play counseling their congregant based on the corresponding assessment. A Original Swahili slide (B) English translation of slide