Bridging Theory and Practice: Patho-Play as an Innovative Serious Game for Pathology Training in Medical Education

Abstract

Introduction: Serious games are playing an increasingly important role in medical education. However, their use in pathology remains limited,despite the complexity and high level of rigor of this discipline, which poses a significant challenge for students.Objective: To evaluate Patho-Play, a scenario-based serious game for pathology training, by assessing short-term knowledge gains and learnerperceptions among third-year medical students.Methods: In a prospective single-arm study over two academic years (2023–2025), 28 third-year medical students completed a 45-minute Patho-Play session comprising 12 sequential levels. Knowledge was assessed using a 20-item multiple-choice pre-test and post-test aligned with theinternship logbook. Student perceptions were collected via an anonymous questionnaire. In-game performance scores were recorded to measureengagement.Results: Pre-test mean scores increased from 12.25 (SD 1.75) to 17.68 (SD 0.95) out of 20 (p < 0.001; Cohen’s d = 3.85). All participants improvedby ≥3 points; 50% achieved ≥18/20 post-test. In-game scores (900–1230/1280) reflected task accuracy and hint usage. Student feedback indicatedhigh acceptability: 89% reported added educational value, 86% reported increased engagement, and 79% found the experience immersive. Only18% perceived enhanced teamwork.Conclusions: Patho-Play demonstrated potential effectiveness for short-term knowledge gains and high learner acceptability. Given the single-armdesign and MCQ-based assessment, results should be interpreted cautiously. Future randomized studies are needed to confirm efficacy, evaluatelong-term retention, and explore collaborative and adaptive features.