AFROGAMES: Developing culturally relevant board games for equitable heathcare education

Abstract

Background. Despite the benefits of serious games as an effective teaching tool in professional training, it is important to acknowledge that games are not neutral, as they often reinforce hegemonic Western and Eurocentric perspectives. Game-based learning (GBL) has proven to be an effective educational tool, however, it often reproduces these dominant cultural ideologies. Therefore, there is a need for culturally sensitive alternatives that reflect the health needs of Black communities.

Objective. This paper reports the innovative process of developing ‘Afrogames’, a series of board games designed to facilitate the professional development of healthcare professionals through culturally relevant Afro-referenced content that supports inclusive and equitable health professions education (HPE).

Methods. Using a design thinking approach, six board games were developed to address core topics such as skin care, mental health, sex education, aging, self-care and indigenous medicine. The approach used the following design stages: ideation, immersion, prototyping, and development.

Results. The games incorporate elements of Black cultural values, civilisational principles and biological specificities. Each game was iteratively tested with healthcare professionals and students, with feedback used to refine the design and educational content.

Conclusion. Afrogames offer a culturally responsive and engaging method for training healthcare professionals. By centering Afro-referenced narratives and values, they help challenge systemic biases in education and, in doing so, support the development of culturally competent healthcare professionals. Furthermore, the games mediate positive engagement towards the provision of equitable healthcare.