Objective　To investigate the value of the application of evidence-based medicine combining problem-based learning (EBM-PBL) in hematology internal teaching. Methods　All the interns (n=112)

who studied in hematology department from Mar. 2013 to Feb. 2014

were divided into two groups by parallel. One group received the traditional classroom oriented learning model (n=57)

the other was trained how to obtain the most effective and correct evidence and autonomous learning (EBM-PBL

n=55). After two weeks learning

the different effectiveness was evaluated by comparing the oral and written tests holding instantly and annual final exam. Further

feedbacks were anonymously collected from the teachers and students in EBM-PBL group. Results　The test scores of oral and written test in EBM-PBL are both significantly higher than those in control group (P=0.000)

especially the oral exam. Compared with the instant test

the scores in later oral (P=0.054) and written (P=0.023) exami-nations were slightly decreased in EBM-PBL group

while they both dramatically dropped in control group (P=0.000). The performance of eight-and seven-year students was generally better than those of five-year students

however

five-year students seemed to get more benefits from EBM-PBL teaching. Feedbacks showed that most of the teachers and students agreed that they all made progress from the practice of EBM-PBL teaching. Conclusion　It showed that EBM-PBL helps to cultivate students' self updating of medical knowledge and clinical skills

which ensuring them to follow the development in major field. Thereby

they could transform into excellent clinicians from the students. In addition

it also promoted the teachers to renew their knowledge system and the ability of teaching.