| Sumario: | Summary.-Nowadays and since some years ago, education in best medical evidence (BME) has been given in courses organized by local teaching committees for specialists and residents in the hospitals, health care centers, as well as in some organizations and university departments. However, the incorporation of the Evidence Based Medicine (EBM) into the training period of the medical professional in both pre-graduate as well as postgraduate levels is increasing and will contribute the improvement in teaching' as it will provide the necessary means to promote critical thinking in the professional practice.When learning based on problems as educational modality form a part of the curriculum, the student is encouraged to develop a capacity to identify their learning needs based on health problems or situations that are similar to those which professional workers will have to face. Educational methodology required for the teaching of EBM differs considerably from the traditional system of specialized classes. Teaching EBM takes importance away from the Content (the material that we should know) and gives precedence to the Process (how we acquire knowledge and how we apply it) and for this, different skills, attitudes and abilities are required.This article provides a general orientation, offers points of contact and explains some experiences of the authors.
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