Abstract: Objective  To systematically evaluate the effect of problem-based learning (PBL) combined with evidence-based medicine (EBM) teaching mode in the standardized training of residents (referred to as "residence training").Methods　CNKI, Wanfang Data, VIP, EMbase, and PubMed databases were searched, and the subject was limited to residential training. The intervention in the experimental group was PBL combined with EBM teaching method, and the control group used traditional lecture-based learning (LBL) teaching method, and the retrieval period was from the establishment of the database to August 2022. After searching and screening the literature, Cochrane system was used for quality assessment and drift risk assessment, and RevMan 5.3 software was used for meta-analysis. Results  A total of 19 articles with 1 203 subjects were included. The results showed that the theoretical scores (WMD=5.26, 95%CI=3.25-7.26; P<0.001), practical scores (WMD=7.45, 95%CI=4.14-10.77; P<0.001), and case analysis scores (WMD=9.41, 95%CI = 6.51-12.31; P<0.001) of the students in the EBM combined with PBL teaching mode were higher than those in the LBL teaching group. In addition, the EBM combined with PBL teaching mode significantly improved students' interest in learning and autonomous learning ability, clinical thinking ability, communication and expression ability, teamwork ability, and analysis and problem-solving ability. Conclusion  From the perspective of theoretical scores, practical scores and case analysis scores, the teaching effect of PBL combined with EBM has more advantages than traditional LBL teaching; at the same time, PBL combined with EBM teaching can improve students' ability to analyze clinical problems. In the future teaching reform of residential training, the PBL teaching method combined with evidence-based medicine thinking can be vigorously promoted.

Key words: problem-based learning, evidence-based medicine, standardized training for residents, systematic review, Meta-analysis