Background & Objectives: Evidence-Based Medicine is core element of medical education in the 21st century. The purpose of this study was to understand the application of the problem-based learning in the promotion of the effectiveness of Evidence-Based Medicine. The study were conducted evidence-based medicine educational and promotional activities at a teaching hospital in eastern Taiwan from April 2008 to March 2009. Subject from various medical teams including five doctors, fifteen nurses, three pharmacists and two medical laboratory scientist. Methods: Teaching methods are divided into three stages: the core members to review the information of EBM, Clinical questions raised, as well as the actual operation, group competitions about literature search. All members learning contents are included: 1. Listed in the possible formation of problems; 2. Search for the information strategy; 3. For information on the critical principles and selection criteria; 4. How to apply the clinical care of patients. Applications discussed in peer group learning for professional growth and enhance the effectiveness of cooperative learning groups, and thus to achieve organizational learning and knowledge renewal goals. We used the Liker scale development of the questionnaire is divided into very dissatisfied not satisfied, general, satisfied and very satisfied. Data were analyzed using descriptive analysis results in active time, the learners in a satisfactory accounting for 82.6%, and 82.3% the participants have selected the topic satisfied with the arrangements, about 86% reported that panel discussions is a good way of learning. Results: Participants in the group competitions benefited the most are the PICO 83% followed by the search strategy 61%, references are cited 60% and conclusion sum up accounts 52%. Participants are expressed through participation in group discussions can enhance each other s feelings. The greatest difficulties encountered in the event are: the process of accounting practices are not familiar with: 43.48%, the time is too short: accounting for 39.1%, the subject too difficult to account for 4.35%. Conclusions: In the literature search strategy approach , literature appraisal skills, and systematic literature review , participants felt that the content of this learning was more difficult, the future consider providing a way EBM advanced classes, expanding the content of the three domain to achieve training purposes. In conclusion, in order to contest the promotion of EBM teaching activities, in addition to learning through group cooperation to enhance the members learning motivation and interest, the participants also significantly increased the effectiveness of learning.