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Updated: Jun 29, 2026

Introduction of an Integrated Pathology Image Management, Artificial Intelligence, and Reporting System

Introduction of an Integrated Pathology Image Management, Artificial Intelligence, and Reporting System

Published on: July 11, 2025

A workflow-based, digitally gamified teaching model for pathology education: a pilot study.

¹Department of Pathology, Faculty of Medicine, İzmir University of Economics, İzmir, Türkiye. ozge.cokbankir@ieu.edu.tr.

BMC Medical Education

|June 27, 2026

Summary

A new workflow-based, digitally gamified teaching model improves medical students' understanding of pathology and diagnostic reasoning during clinical training transitions. This approach enhances engagement and learning.

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Area of Science:

Medical Education
Pathology
Digital Learning

Background:

Medical students struggle to integrate pathology knowledge into clinical practice.
Understanding diagnostic workflows is crucial for the transition to clinical training.
A novel teaching model addresses this gap by focusing on diagnostic pathways.

Purpose of the Study:

To develop and implement a workflow-based, digitally gamified teaching model.
To enhance pathology knowledge integration and diagnostic reasoning skills.
To support medical students during their transition to clinical training.

Main Methods:

A ten-session series for fourth-year medical students was conducted.
Sessions covered the full diagnostic pathway, incorporating digital gamification.

Keywords:

Clinical transition Diagnostic reasoning Gamification Medical education Pathology education Undergraduate medical education Workflow-based learning

Related Experiment Videos

Last Updated: Jun 29, 2026

Introduction of an Integrated Pathology Image Management, Artificial Intelligence, and Reporting System

Introduction of an Integrated Pathology Image Management, Artificial Intelligence, and Reporting System

Published on: July 11, 2025

Student perceptions were assessed via anonymous surveys with Likert-scale and open-ended questions.

Main Results:

High student engagement and positive learning experiences were reported (80% response rate).
All participants showed improved understanding of diagnostic workflows and pathology reports.
Gamified elements aided engagement, recall of terminology, and pattern recognition.

Conclusions:

A workflow-based, digitally gamified approach effectively integrates pathology knowledge.
This model supports diagnostic understanding during the critical transition to clinical training.
Interactive strategies aligned with diagnostic workflows enhance student engagement and learning.