BioDecryptors, a Bioinformatics Escape Game for Undergraduate and Postgraduate Learners in Clinical Microbiology: Prospective Before-and-After Study

Background Bioinformatics is increasingly important in clinical microbiology with growing use of genomic sequencing, metagenomics, and phylogenetic analyses. However, introducing bioinformatics concepts and tools to medical learners can be challenging. Gamified educational approaches may allow introducing these concepts while supporting learner motivation. Objective This study prospectively evaluated BioDecryptors, an educational escape game to introduce bioinformatics principles and tools in clinical microbiology, by assessing short-term changes in knowledge and self-reported motivation and evaluating participant satisfaction. Methods We conducted a prospective before-and-after study between January and September 2025. Volunteers were recruited from undergraduate medical programs at Université Paris Cité and postgraduate programs or training activities for MDs and PharmDs at Université de Nantes, Université Paris-Saclay, and the French Society for Microbiology. Overall, 55 participants were included: 22 (40%) second-year medical students and 33 (60%) postgraduate MDs or PharmDs. Participants completed BioDecryptors in teams of 3 to 4 using versions adapted to their training level. Knowledge was assessed before and immediately after the activity using 2 distinct 10-item tests assessing the same predefined learning objectives. Motivation was assessed using a 12-item, 5-point Likert questionnaire covering 3 predefined domains, and satisfaction was assessed after the activity. Pre-post knowledge scores were compared using paired t tests or Wilcoxon signed-rank tests, as appropriate. Motivation items were analyzed using paired Wilcoxon signed-rank tests with Benjamini-Hochberg correction. Statistical significance was defined as a 2-sided P <.05. Results Paired knowledge assessments were available for 50 participants. Mean knowledge scores increased from 7.0 (SD 2.0; 95% CI 6.4-7.5) before the activity to 7.9 (SD 2.0; 95% CI 7.4-8.5) afterward ( P <.001). The mean change was 0.93 (SD 1.39; 95% CI 0.26-1.60) points among undergraduates and 0.83 (SD 1.21; 95% CI 0.38-1.27) points among postgraduates, with no statistically significant between-group difference ( P =.79). Motivation increased for perceived usefulness ( P =.04), willingness to learn ( P =.01), understanding of bioinformatics in diseases ( P =.002), and confidence in bioinformatics abilities ( P =.002). Curiosity ( P =.46) and interest in real-life applications ( P =.33) did not significantly change. Among 50 satisfaction respondents, overall satisfaction was high (mean 4.7, SD 0.5; 95% CI 4.6‐4.9); 98% (48/49) of the respondents to the corresponding item indicated an interest in other escape game modules. Conclusions Participation in BioDecryptors was associated with short-term increases in bioinformatics knowledge and self-reported motivation, together with high participant satisfaction. Unlike previously reported escape games focusing primarily on clinical or infection-control topics, BioDecryptors integrates hands-on bioinformatics analyses into a clinical microbiology scenario and offers versions adapted to undergraduate and postgraduate learners. Our findings provide preliminary evidence supporting the feasibility and acceptability of this approach as a complementary educational resource for introducing bioinformatics in health professions training. Controlled studies with longer-term assessments are needed to establish its comparative educational effectiveness and knowledge retention.