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

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Published Apr 12, 2026
https://doi.org/10.62438/tunismed.v104i03.6596
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Vol. 104 No. 03 (2026): Tunis Med Mar 2026

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Faten Limaiem
Pathology Department, Mongi Slim Hospital, La Marsa, Faculty of Medicine of Tunis, University of Tunis El Manar, Tunisia.
Raja Jouini
Pathology Department, Habib Thameur Hospital, Tunis, Faculty of Medicine of Tunis, University of Tunis El Manar, Tunisia.
https://orcid.org/0000-0002-5172-0628
Rim Charfi
Department of Clinical Pharmacology, National Centre Chalbi Belkahia of Pharmacovigilance, Tunis, Faculty of Medicine of Tunis, University of Tunis El Manar, Tunisia
Rahma Ayadi
Department of Pathology, Hospital Abderrahmen Mami, Ariana, Faculty of Medicine of Tunis, University of Tunis El Manar, Tunisia.
Sarra Ben Rejeb
Department of Pathology, Internal Security Forces Hospital of Tunis, Faculty of Medicine of Tunis, University of Tunis El Manar, Tunisia.
Achraf Chadly
Pathology Department, Habib Thameur Hospital, Tunis, Faculty of Medicine of Tunis, University of Tunis El Manar, Tunisia
Ihsen Zairi
Department of Cardiology, Hospital Habib Thameur,Tunis, Faculty of Medicine of Tunis, University of Tunis El Manar, Tunisia
https://orcid.org/0000-0001-5165-8257

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

Keywords:

Gamification, Medical Education, Pathology, Game-based learning, Serious Game

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