In an academic program of our faculty of pharmacy, we tried to improve the training of future pharmacists aiming at their professionalization. We proposed a learning game called e-Caducée, which allows students to train during 3 semesters with about one hundred clinical cases. We investigated the consistency between skills worked in the game with those defined by the pedagogical team as well as the impact of the game and of the embedded dashboard on students’ skills. We collected data from the game (activity traces), from the faculty (academic results) and from the students (opinion about the game). To answer our research questions, we used both multiple linear regressions as well as classical statistical inference. Results reveal that the score predictions based on the use of e-Caducée correspond with the definition of the teachers. We also found clues that the use of e-Caducée helped with learning some professional skills but the result was not confirmed with statistical analysis. F inally, we found a link between the use of the dashboard in the game and one particular professional skill’s academic results (prescription). Our future work aims at developing an adaptive learning dashboard for the game and analyzing its possible impact.