The SEARCH for Evidence: Designing a Game-Based Experiential Learning Intervention for Evidence-Based Medicine

Abstract Despite growing emphasis on research literacy in health professions education (HPE), learners often struggle with navigating scientific literature and applying evidence-based medicine (EBM) concepts. To address this gap, we developed the SEARCH framework ( S elf-determined E xperiential A pproach for R esearch C ompetence in H ealthcare), grounded in experiential learning theory and self-determination theory (SDT). The SEARCH framework provides a structured, theory-informed approach to designing learning experiences to cultivate core research competencies. To illustrate the framework’s application, we designed a virtual scavenger hunt as an exploratory game-based learning intervention to improve foundational research skills in undergraduate medical students and provide a hands-on exposure to EBM. Forty undergraduate medical students completed structured, interactive tasks targeting literature navigation, evidence appraisal and knowledge application. Participant task performance and reflective feedback were collected to demonstrate the feasibility of operationalizing the SEARCH framework in an authentic learning activity. Out of the forty participants, twenty-six completed the post activity survey. Participants reported high satisfaction and engagement. Thematic analysis revealed increased motivation, perceived skill development and engagement with the creative learning design. The task results indicated that while students performed well on knowledge-based tasks, challenges were noted in those requiring deeper article navigation and application of knowledge. The SEARCH framework, therefore, offers a transferable model for integrating experiential, game-based approaches into research and EBM instruction.