Behavioral Patterns and Aspects of Sharing Indigenous Human Health Knowledge among Traditional Healers in Tanzania

Abstract

The application of indigenous human health knowledge (IHHK) for healing various human physical ailments has recently gained new momentum in many African countries, including Tanzania. Thus, sharing of such knowledge is viewed as the main strategy and mechanism for its sustainability. In Tanzania, efforts to establish collaboration in health service delivery between traditional healers and conventional health practitioners as one of the IHHK sharing strategies have been put in place. However, there is no comprehensive study assessing the behavioural patterns and aspects of sharing of such knowledge among traditional healers. This study employed a mixed approach for data collection and analysis. Systematic sampling was used to select traditional healers for the study whilst purposive sampling was used to involve coordinators and directors of the Traditional and Alternative Health Practices Council, and Heads of Departments at the Institute of Traditional Medicine. A total of 26 respondents participated in this study. The results show that traditional healers shared IHHK through mentorship, interaction and socialisation. Other ways included collaboration, training and professional networks. The aspects of sharing involved exchange of patients and experiences on healing or dealing with a particular ailment. However, in the process, the mistrust and stigmatisation of IHHK hindered collaboration between traditional healers and conventional health practitioners. Various strategies have been proposed to address this, including the prioritisation of budgetary allocation for sharing IHHK; the building of trust between and among these health practitioners; having in place knowledge management and sharing policies which clearly state the incentives and rewards for those who share their knowledge; and the establishment of a designated position for a member of staff responsible for ensuring IHHK is shared.