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AIM:To investigate the effect of problem-based learning(PBL)used in the teaching of medical students' evidence-based medicine(EBM).<p>METHODS: Five classes(total 147 students)were randomly selected as experimental(PBL)group, at the same time, another 5 classes(total 149 students)were also randomly selected as control group, using traditional teaching method(lecture-based learning, LBL)in 2010 grade. The final examination scores of the experimental group were compared with control at the end of term. In addition, all students were interviewed using self-administered questionnaire to obtain their evaluation for PBL practice. SPSS13.0 software was used for statistical analysis.<p>RESULTS: The homogeneity test in baseline survey showed that the basic characteristics between the two groups of students were no significant differences, and were comparable(<i>P</i>>0.05). Final exam results showed that in addition to the scores of the EBM basic knowledge indicated no significant difference between two groups of students(<i>P</i>>0.05), for the 5 steps of EBM procedure, namely, asking questions, finding the best evidence, evaluating the evidence, using and practicing the evidence, re-evaluating the evidence, and the total scores between the two groups, there were significant statistically differences(<i>P</i><0.05). The results to student learning evaluation showed that there was no significant difference between the two groups(<i>P</i>>0.05)in aspects of better understanding classroom knowledge, improving language expression ability, and writing skill exercises. And other residual items had a significant difference(<i>P</i><0.05), especially in aspects of improving enthusiasm for learning, self-study ability, improving learning efficiency, information analysis and utilization ability, team collaboration, and communication between teachers and students, however, there was a very significant difference(<i>P</i><0.001)between the two groups.<p>CONCLUSION:PBL teaching mode can effectively improve teaching effectiveness and the quality of EBM teaching, so the this teaching mode is worth further popularizing.