Objective  To assess the knowledge, attitudes, and teaching needs of the course Clinical Epidemiology and Evidence-based Medicine (CEEBM) in medical undergraduate students, and to provide evidence for curriculum reform.

Methods  A cross-sectional online survey was conducted among clinical medicine undergraduates using Wenjuanxing from the Clinical College of Anhui Medical University. The questionnaire covered pre-course knowledge, perceived learning outcomes, self-directed behaviors, and course evaluation, multivariate ordered Logistic regression analysis was used to analyze the influencing factors of the utility value of the course.

Results  A total of 714 valid questionnaires were collected, 56.30% were male (402 students) and 43.70% were female (312 students). Before the course, 31.65% reported understanding clinical epidemiology, while only 16.53% had knowledge of Evidence- based Medicine (EBM). After completing the course, 63.17% felt they basically or completely mastered the course content, and 68.49% of students have a basic or complete understanding the relationship between EBM and clinical epidemiology. Multivariate ordinal Logistic regression analysis showed that self-assessed learning ability, prior knowledge of clinical epidemiology and EBM, and course mastery were significant factors influencing the evaluation of the course’s effectiveness (P<0.05). Regarding learning behaviors, 48.60% of students actively used library resources to retrieve and read literature, and 65.55% indicated they would integrate evidence-based knowledge with clinical experience in their future practice. However, only 15.97% of students expressed an intention to participate in related research projects. Course evaluation showed that 95.66% of students recognized the necessity of offering this course within the clinical medicine curriculum, with a preference for flexible assessment methods such as open-book exams (57.98%) and review writing (14.71%).

Conclusion   The CEEBM course has a significant effect on improving students' professional cognition and evidence-based thinking. While students generally appreciated the course, their willingness to engage in research and active learning behaviors remains limited. This highlights the need to further enhance the course’s practical orientation and research engagement components, as well as adjust the assessment methods to better promote students' autonomous learning and critical thinking.

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