Background: Problem-based learning is recognized as promoting integration of knowledge and fostering a deeper approach to life-long learning, but is associated with significant resource implications. This paper utilizes preliminary data from both the facilitator and student viewpoint to determine whether the use of this novel methodology is feasible with large groups of students in evidence based medicine. Objectives: To investigate the effectiveness of problem-based learning in comparison with lecture-based learning in evidence based medicine in undergraduate medical education. Methods: Participating students were assigned to the lecture based learning (LBL) group and PBL group. The examination scores, questionnaire, and seminars were used to evaluate the teaching effectiveness. SPSS 11.5 software was used for statistical analysis. Results: 107 students were included in the study, the baseline characteristics were balanced between the two groups. The examination mark was higher in the PBL group than in the LBL group, there were significant differences between the two groups in the attitude of the LBL. The students of PBL group revealed a high overall satisfaction with the course. Conclusions: The problem-based program appeared to be more effective than the lecture-based program in EBM teaching.