Objective  Exploring the application effect of Bloom's taxonomy theory of education in the teaching of evidence-based medicine curriculum.

Methods  Undergraduate students majoring in clinical medicine (5, 5+3) and basic medicine at the Second School of Clinical Medicine of Wuhan University in 2019 were selected as the research subjects. The Bloom's taxonomy of educational objectives was implemented, and a self-made questionnaire was used to investigate their mastery of relevant knowledge content, changes in attitudes, and course satisfaction.

Results  75 students were included in the study. After the course, the correct rate of students' understanding of evidence-based medicine, Meta-analysis, experimental design, and other related knowledge ranged from 54.67% to 100.00%, all were significantly higher than those before the course, and the differences before and after the course were statistically significant (P<0.05). After the course, most students recognized the positive role of evidence-based medicine in improving clinical medical quality and patient outcomes (84.00%), improving their critical thinking ability (98.66%), and autonomous learning ability (96.00%), and were more willing to learn evidence-based medicine related knowledge and skills through multiple channels (93.33%), showing significant differences compared with those before the course (P<0.05). Most students have high satisfaction with the teaching content (93.33%), teaching methods (85.33%), teaching resources (86.67%), and evaluation methods (89.33%) of the course.

Conclusions  Bloom's educational goal teaching method can effectively improve students' dialectical understanding of related knowledge of evidence-based medicine, improve their abilities of critical thinking and self-learning, and obtain high teaching satisfaction, showing relatively high application value.

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