Current status and challenges of Evidence-Based Medicine education in Korean medical schools: a cross-sectional survey of 21 institutions

Background: Evidence-based medicine (EBM) is an important element of medical education. However, nationwide data on EBM education in Korean medical schools are limited. This study aimed to describe the organizational structure, content, methods, and assessment of EBM education, together with barriers and support needs, and to explore factors associated with variation across schools.Methods: A 26-item questionnaire was administered to EBM education leaders or course directors at 21 Korean medical schools. Data were analyzed descriptively, and differences by structural and exogenous characteristics were explored using cross-tabulation.Results: Twenty-one of 40 medical schools responded. All responding institutions offered EBM as a mandatory subject, but 42.9% had no dedicated organizing unit. Coverage of classic EBM steps was high (formulating clinical questions: 95.2%; literature searching: 95.2%; critical appraisal: 76.2%), whereas AI-assisted evidence summarization was included in only 19.0%. Only 19.0% reported systematic theory–clinical integration, and 57.1% left bedside EBM to preceptor discretion. Demand for a standardized curriculum guide (90.5%) and faculty development (76.2%) was high, and 100% were willing to use externally developed materials. Variation in key outcomes was associated with organizational governance but was not explained by exogenous structural characteristics such as class size, clinical infrastructure, establishment type, or region.Conclusions: EBM education in Korean medical schools is universally mandatory but uneven in organization, theory–clinical integration, faculty capacity, assessment, and AI integration. These differences appeared to reflect governance more than resource size, suggesting that society-level support should include organizational models alongside standardized curricula, assessment tools, and faculty development.