将循证医学引入医学本科生的临床教学中，探讨其应用方法。

纳入2016—2017学年在陆军军医大学西南医院乳腺外科实习的155名临床医学本科生，通过理论授课与临床操作实践相结合的方式，应用自身前后对照的研究方法，通过调查问卷对比学生接受循证医学教育前后的科研能力及专业知识水平差异。授课前后有无发表学术论文的意愿及论文思路的学生例数比较采用配对χ²检验，授课前后学生测试分数比较用配对样本t检验。

通过循证医学教学，155名本科生科研能力明显提高，其中，授课前后均有意愿发表学术论文的学生73例，授课前有意愿而授课后无意愿1例，授课前无意愿而授课后有意愿发表27例，授课前后均无意愿54例，差异有统计学意义(P<0.001)。授课前后均有发表学术论文思路的学生32例，授课前有思路而授课后无思路0例，授课前无思路而授课后有思路22例，授课前后均无思路101例，差异有统计学意义(P<0.001)。授课前仅有29.03%(45/155)学生接触过Pubmed等学术数据库；授课后，未接触过学术数据库的110名学生中63.64%(70/110)意愿并能够运用学术数据库解决问题。专业知识水平明显提升，授课后分数为71.37±9.63，明显高于授课前分数52.63±11.00 (t＝－16.96，P<0.001)。91.61%(142/155)的学生对授课教师的评价为良好或优秀，87.74%(136/155)的学生对授课幻灯评价为良好或优秀。

将循证医学运用于临床教学中可以有效强化本科生的科研能力和综合素质。

To introduce evidence-based medicine into clinical medical education for undergraduates and explore the feasible application.

A total of 155 undergraduate students in internship in Department of Breast Surgery, Southwestern Hospital, Army Military Medical University in 2016-2017 were enrolled. The evidence-based medicine was introduced into theoretic teaching and clinical practice. A self-controlled questionnaire study was performed to compare the scientific research ability and academic knowledge before and after receiving evidence-based medical education. χ² test was used to analyze the number of undergraduates who had the aspiration of publishing or ideas of academic dissertation and paired-sample t test was applied to analyze the scores before and after teaching.

After evidence-based medical education, the scientific research ability of 155 undergraduates was significantly enhanced. There were 73 students who would like to publish academic papers both before and after teaching, one student who had the will before teaching and no intention after teaching, 27 students who were willing to publish after teaching, and 54 students who had no intention to publish both before and after teaching. The difference was statistically significant (P<0.001). There were 32 students who had idea of academic dissertation both before and after the teaching, while there was no student who had the idea before teaching but no clue after teaching. Twenty-two students had idea after teaching, while 101 students had no idea both before and after teaching. The difference was statistically significant (P<0.001). Only 29.03% (45/155) of the students had access to academic databases such as Pubmed and CNKI before teaching. Meanwhile 63.64% (70/110) of the students who did not have access to the academic database before teaching knew how to use the database to solve the scientific problems. The level of professional knowledge was significantly improved. The score was 52.63±11.00 before teaching, and 71.37±9.63 after teaching, indicating a significant difference (t=-16.96, P<0.001). In all undergraduates, 91.61% (142/155) of the students evaluated the teachers as good or excellent, 87.74% (136/155) rated the teaching slides as good or excellent.

The application of evidence-based medicine in clinical teaching can effectively strengthen the research ability and overall capabilities of undergraduates.