Objective: To evaluate the effectiveness of an educational intervention compared to regular education in improving knowledge, attitudes and practices (KAP) for the prevention of malaria among indigenous people of the Embera Katío ethnic group in the department of Córdoba (Colombia). Methods: Intervention study with a quasi-experimental design with a control group carried out in three phases: (I) design of the educational intervention, (II) validation of the content of the educational intervention by expert judgement, and (III) implementation of a quasi-experimental study with two groups: intervention (n=60) and control (n=58). The intervention consisted of 4 modules delivered in an equal number of face-to-face sessions using educational strategies such as lectures, guided discussions, workshops, and a primer designed for the study. The control group received the usual education provided by the Ministry of Health. The Pan American Health Organization's instrument "Survey on knowledge, attitudes and practices in addressing malaria in indigenous communities" was used to measure for pre-intervention and post-intervention knowledge, attitudes, practices, and total scores. Results: In the content validation phase by expert jurors, it was found that the four modules obtained adequate content validity indexes ranging between 0.83 and 0.90. The general linear repeated measures models showed a positive effect of the educational intervention on the KAP scores (p<0.001), indicating an effect size of 91% in knowledge, 49% in attitudes, 85% in practices and 93% of the total score. Conclusion: The educational intervention was effective in improving knowledge, attitudes and practices for malaria prevention in the indigenous population of the Embera Katío community in the Department of Córdoba.

From the review of articles about educational interventions to improve KAPs regarding malaria prevention in indigenous communities, an educational intervention was designed that was initially presented to the leaders of the community object of study, who provided their input and knowledge and which were incorporated to the final intervention. This educational intervention was structured into four modules to be administered in an equal number of face-to-face sessions, once per week and lasting three hours per session. The contents addressed per session were: (i) Definition of the disease, its signs and symptoms, (ii) Forms of the infection, (iii) Breeding sites of the vector, and (iv) Preventive actions to reduce the risk of infection. Each module was designed employing educational strategies, such as master classes, guided discussions, workshops, drawings, and use of a printed booklet, designed bearing in mind the observations made by indigenous authorities from the Emberá Katío community, who were consulted to know their perceptions and suggestions about the intervention. Each educational session began with a welcome greeting and assessment of prior knowledge, then the planned theme was developed and, finally, an activity was assigned to be developed at home and socialized during the following session.

Inclusion Criteria:

Living in the Alto Sinú region Belonging to the Embera Katio community

Exclusion Criteria:

Failure to attend one of the sessions scheduled to receive the intervention Incomplete response to at least 20% of the questionnaire Voluntary withdrawal from the study.