Objective　To explore the application effect of problem-based learning (PBL) combined with evidence-based medicine (EBM) teaching in clinical practice of hematology department. Methods　The 68 medical students practicing in the hematology department from July 15 to November 8

2019 were set as the experimental group

and 65 medical students from December 29

2018 to June 28

2019 were set as the control group. Patients with pancytopenia were selected in the first week of admission for PBL combined with EBM teaching practice in the experimental group

but in the control group

these students did not take this practice. Theoretical knowledge

case analysis and assessment

were conducted before the students leaving the department. SPSS 22.0 was used for t test. Results　Compared with the control group

the scores of theoretical knowledge and case analysis of medical students in the experimental group were improved to a certain extent

with statistical significance (P = 0.001

P < 0.001). And the higher the score of teaching practice

the higher the score of theoretical knowledge and case analysis (P < 0.001). Conclusion PBL combined with EBM teaching practice can effectively improve students' learning enthusiasm and initiative

also can enhance their clinical thinking ability

then can help improve the teaching quality of the hematology.