Background: EBHC is widely accepted for practicing and teaching medicine. However, the impact of teaching EBHC is not regularly assessed at different levels (1). Experiences on teaching EBHC have been reported (2,3), but few objectively assess its impact on knowledge and skills to practice EBHC (4,5). The impact of teaching EBHC has not been assessed in a Spanish-speaking country. Objectives: Explore knowledge acquisition with short EBHC courses by categories of students in Chile. Methods: From 2004 to 2007, a group of medical teachers from the Pontificia Universidad Catolica of Chile, delivered 20 hours courses on EBHC to different categories of students: faculty physicians, post-graduate medical students, pre-graduate students, and non-faculty health professionals. All courses were similar in content and methodology. At the beginning and the end of the courses, students completed a 12-item questionnaire to assess content knowledge on EBHC. We analyzed pre and post course answers. Results: Nineteen courses were delivered to 416 students: 148 (35.6%) were faculty, 158 (38%) post-graduates, 66 (15.9%) pregraduates, and 44 (10.6%) non-faculty health professionals. 331 (80%) completed the course, and 299 (72%) completed both questionnaires. Before and after the course, the percentage of correct answers was 56.4% and 80.3%, respectively (p < 0.0001). Table 1 shows results by student categories. Before the course, non-faculty health professionals had the lowest scores and pre-graduates the highest. Higher scores in pregraduates could be explained by a selected sample with self-driven interest in EBHC or due to more EBHC exposure by their contact with faculty and postgraduates. Conclusions: Improvement was higher for students starting lower. Short courses of EBHC significantly improved EBHC knowledge in all but pre-graduate students.