ArticlePLOS global public health2025
Integrating traditional medicine into antimicrobial resistance education: Community-centric preparedness in Zimbabwe.
Article in PLOS global public health, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Antimicrobial resistance (AMR) constitutes a growing risk to global health, particularly in low- and middle-income countries (LMICs) like Zimbabwe. AMR education has often focused on prevention, with limited emphasis on preparedness, especially in community-based approaches. Education and practice frequently overlook how preparedness can limit the spread of resistance once it has emerged. Traditional medicine, a key component of primary health care in Zimbabwe, may offer culturally grounded approaches to AMR preparedness. This study explores the role of traditional medicine in AMR preparedness in Zimbabwe. Using a participatory research workshop method, it included 25 health practitioners (medical doctors, nurses, and pharmacists) from two major teaching hospitals in Harare. The workshops explored practitioners' perceptions of traditional medicine in relation to AMR education and preparedness. Generated research data included audio recordings, which were analysed thematically. The participatory method enabled knowledge co-creation among practitioners during the discussions. Three themes emerged in the results: (1) traditional medicine is central to community healthcare access and early-stage treatment, especially in rural areas, reducing the need for antimicrobials; (2) it complements conventional medical practices by supporting health management and resilience, reducing antimicrobial dependency; and (3) traditional practitioners, embedded in communities, are key in disease surveillance through early outbreak detection. Recurring across these themes is the patient- and community-centric character of traditional medicine that supports AMR preparedness. This paper illustrates how traditional medicine is a crucial but often underutilized resource for preparedness in AMR education, offering community-based and culturally adapted approaches in Zimbabwe. Integrating traditional medicine into AMR education could strengthen health system resilience and public health outcomes, particularly in LMICs. AMR policy efforts should promote integration with conventional practices to leverage traditional knowledge in building more resilient and effective approaches to resistance.
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