Methods: The evaluation is tested after the 1-year EBM teaching course. The student has the PICO from the question that he found from his pediatric patient care in the same month. The question is Are probiotics needed in the care of diarrhea children. The EBM report include 5 steps, i.e., ask a question, database access, critical appraise, clinical apply, audit. The evaluate lists contained 7 questions, includes 1. student have better understanding of EBM, 2. student has learning benefit from the class, 3. the EBM class necessity, 4. searching and presenting by student, 5. improvement of the ability of database search, 6. suggest the teaching class continue, and 7. the report is not evidenced enough and needs further evidence . The evaluate list score in each question will be graded in 5 levels: very good as 5 point, good as 4 point, no comment as 3 point, poor as 2 point, worse as 1 point. Results: We have 35 test taker and only 27 have the fully answered scores. The other 8 imperfectly answered evaluate lists were excluded. The resident test takers approved the significantly improving learning benefit while it is against in the visiting staff (n=12). There is no difference in the male or female test taker. 18 test takers approve the student has better understanding of EBM while 8 against it. 20 test takers approve the student has learning benefit from the class while 7 against it. 25 test takers approve the EBM class necessity while 2 against it. 27 test takers approve the searching and presenting by student while 4 against it. 22 approve the students improvement of the ability of database search while 5 against it. 24 suggest the teaching class continue while 3 against it. We have 5 test takers tested again 1 month later and the correlation coefficient is 0.92. Conclusions: Most students and visiting staff approve the 1-year EBM teaching course though some persons against it. This inspires us that the more EBM teaching course and the more applying on the clinical patient care is needed in the future.