Abstract: Objective  To understand teaching effect of evidence-based medicine courses for undergraduates majoring in preventive medicine. Methods  Before and after the course, a pre-designed questionnaire was used to investigate the undergraduates majoring in preventive medicine of Capital Medical University in terms of literature retrieval and utilization, mastery of commonly used terms of evidence-based medicine, and cognitive attitude to the discipline after the course. Finally, the collected questionnaires, interview information and test scores were analyzed.  Results  After the evidence-based medicine course, we found the average literature reading time and literature searching frequency increased significantly (P<0.05); the level of understanding of terms involved in the practice of evidence-based medicine was significantly improved (P<0.05); 93.02% of students are interested in the learning and skills of applying evidence-based medicine to medical and health practice.  Conclusion  The evidence-based medicine course has significantly changed students’ cognition and behavior. The teaching method combining classroom lecture and case teaching has a good effect. Evidence-based medicine course has a great impact on preventive medicine undergraduates and should continue to be promoted.

Key words: evidence-based medicine, teaching quality evaluation, medical teaching, teaching survey