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

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.

To evaluate Patho-Play, a scenario-based serious game for pathology training, by assessing short-term knowledge gains and learner perceptions among third-year medical students.

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 the internship logbook. Student perceptions were collected via an anonymous questionnaire. In-game performance scores were recorded to measure engagement.

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 improved by ≥3 points; 50% achieved ≥18/20 post-test. In-game scores (900-1230/1280) reflected task accuracy and hint usage. Student feedback indicated high acceptability: 89% reported added educational value, 86% reported increased engagement, and 79% found the experience immersive. Only 18% perceived enhanced teamwork.

Patho-Play demonstrated potential effectiveness for short-term knowledge gains and high learner acceptability. Given the single-arm design and MCQ-based assessment, results should be interpreted cautiously. Future randomized studies are needed to confirm efficacy, evaluate long-term retention, and explore collaborative and adaptive features.