Objective　To explore the value of evidence-based medicine （EBM） induced con-cept mapping in the teaching rounds in the department of cardiology. Methods　Totally 25 medical students were taught to use EBM based concept mapping in preparing the medical teaching rounds during their rotations in the department of cardiology. Training of ward round ability was conducted by familiarizing with the producing method of concept map， selecting cases， posing questions， looking for literatures and discussing the concept map. Then assessment of this method was investigated and compared with that of the traditional teaching rounds method in other departments. t test was used and P≤0.05 was considered statistically significant. Results　Compared with traditional method， EBM based concept mapping method showed advantages in cultivating medical students' critical thinking（（4.58±0.89） vs. （4.01±1.02））， creativity （（4.38±0.92） vs. （2.45±0.88）） and integrated clinical thinking （（4.08±0.67） vs. （3.59±0.49））， self-study ability （（4.81±0.88） vs. （3.01±1.18）） and literature search ability（P<0.05）. Conclusions　EBM based concept mapping can be a useful teaching ward round tool， which could efficiently improve teaching round quality and assist medical students in overall clinical skills.