Objective　To investigate the application of evidence-based medicine combined problem-based learning in clinical teaching of respiratory medicine. Methods　47 students were divided into two groups. EBM-PBL was applied in the experimental group including 27 students and PBL was applied in the control group including 20 students. Teaching effect was evaluated by objective and subjective indicators. Data were analyzed using SPSS 13.0 software and Fisher's exact probability test was also applied. Results The proportion of high level evidences (grade A) that provided by the students in experimental group (51.3%) was significantly higher than that in the control group (30.2%) (P<0.05). About 90% students in the experi-mental group believed that EBM-PBL could improve their abilities of information acquisition and utiliza-tion

problem analysis and solving as well as multiple discipline literature synthesizing

which was signifi-cantly higher than that in the control group (P<0.05). Conclusion　EBM-PBL could cultivate the students' awareness of evidence and the level of clinical decision-making so as to enhance their comprehensive abil-ities

which was superior to mere problem-based learning.