Prototypes of Digital Simulators and Board Games for Cervical Cancer Prevention: Insights from Cytology Professionals

Andressa Germano da Silva; Gabriel Silveira Gonçalves; Luiza Muller; Bruno Reis Galindo; Larissa Dias Assunção Ruiz; Miguel A. T. Sepulvedra; Camilo Lellis-Santos; André Luiz Brandão; Andréa C. de Moraes Malinverni

doi:10.5753/jis.2025.5633

Authors

Andressa Germano da Silva Federal University of São Paulo https://orcid.org/0000-0003-2033-0616
Gabriel Silveira Gonçalves Federal University of ABC https://orcid.org/0009-0009-3340-8591
Luiza Muller Federal University of São Paulo https://orcid.org/0009-0004-9378-1746
Bruno Reis Galindo Federal University of ABC https://orcid.org/0009-0007-1163-6644
Larissa Dias Assunção Ruiz University of Campinas https://orcid.org/0009-0007-0792-2525
Miguel A. T. Sepulvedra Indaiatuba Found. for Educ. and Culture https://orcid.org/0009-0006-0879-8290
Camilo Lellis-Santos Federal University of São Paulo https://orcid.org/0000-0002-7882-7548
André Luiz Brandão Federal University of ABC https://orcid.org/0000-0002-9179-0495
Andréa C. de Moraes Malinverni Federal University of São Paulo https://orcid.org/0000-0002-0397-6135

DOI:

https://doi.org/10.5753/jis.2025.5633

Keywords:

cervical cancer, digital simulator, board game, health professional education

Abstract

Introduction: This study explores the importance of robust pathology education for health science students, emphasizing the challenges of curriculum standardization, inconsistencies, and limited access to practical experiences. In Brazil’s public health landscape, cervical cancer remains a significant challenge, underscoring the need for preventive measures such as Human Papillomavirus (HPV) detection testing. Objective: To address gaps in the educational field, tools like digital simulators and board games offer promising potential for fostering practical and dynamic learning experiences. Methods: A simulator was developed on the Unity platform, integrating features of a physical board game to enhance interactivity. In the first phase of this study, perceptions of gynaecological cytology professionals were evaluated regarding the use of a digital simulator as a complementary tool for skill development. Subsequently, a small group of students tested the simulator and assessed it using the categories of the Pleasure Framework to capture affective responses. Results: Among 74 professionals surveyed, 50% strongly agreed that using a digital simulator would improve their training in gynaecological cytology, and 36% believed it would positively contribute to clinical practice. Nursing students reported positive emotional engagement during the test sessions, particularly in the categories of simulation, exploration, and camaraderie. Conclusion: Assessing this educational technology is crucial for determining its effectiveness in improving the teaching and learning process and its potential integration into academic health training.

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References

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