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Related Experiment Video

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Combining Computer Game-Based Behavioural Experiments With High-Density EEG and Infrared Gaze Tracking

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Published on: December 16, 2010

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

Minhal Fatemah¹, Amal Fatemah², Saima Jawad³

¹Rawalpindi Medical University, Rawalpindi, Pakistan.

Medical Science Educator

|July 13, 2026

Summary

The SEARCH framework enhances health professions education by using game-based learning to improve research literacy and evidence-based medicine skills. This approach boosts student motivation and engagement in learning scientific literature navigation.

Keywords:

Evidence-based medicine Experiential learning Game-based learning Research literacy

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Published on: June 13, 2025

Area of Science:

Medical Education
Health Professions Education
Research Literacy

Background:

Learners in health professions education often face challenges in navigating scientific literature and applying evidence-based medicine (EBM).
A need exists for structured, theory-informed approaches to cultivate essential research competencies in healthcare learners.

Purpose of the Study:

To introduce the SEARCH framework (Self-determined Experiential Approach for Research Competence in Healthcare) as a model for designing research skills learning experiences.
To evaluate the feasibility and impact of a virtual scavenger hunt, an application of the SEARCH framework, on undergraduate medical students' foundational research skills and EBM exposure.

Main Methods:

Developed the SEARCH framework based on experiential learning theory and self-determination theory (SDT).
Designed and implemented a virtual scavenger hunt game-based learning intervention for 40 undergraduate medical students.
Collected data on participant task performance and reflective feedback through surveys and thematic analysis.

Main Results:

Participants reported high satisfaction, engagement, and increased motivation and perceived skill development.
Students demonstrated proficiency in knowledge-based tasks but faced challenges in deeper article navigation and knowledge application.
The virtual scavenger hunt proved feasible for operationalizing the SEARCH framework in an authentic learning context.

Conclusions:

The SEARCH framework offers a transferable, theory-informed model for enhancing research and EBM instruction in health professions education.
Experiential, game-based learning interventions can effectively increase learner motivation, engagement, and skill development in research competencies.
Further refinement is needed to address challenges in advanced literature navigation and knowledge application within the SEARCH framework.