ObjectiveTo conduct an overview of systematic reviews on the impact of evidence-based learning (EBL) method on medical education. MethodsThe CNKI, WanFang Data, VIP, CBM, PubMed, Embase, Cochrane Library, and Web of Science databases were electronically searched to collect the relevant systematic reviews or meta-analyses of the application of EBL method in medical education from inception to May, 2024. Two researchers conducted the literature screening and data extraction independently. The AMSTAR 2, ROBIS tool, PRISMA 2020, and GRADE system were separately used to evaluate the methodological quality, the risk of bias, the quality of reporting, and the quality of evidence of included studies. ResultsA total of 16 systematic reviews/meta-analyses were included. The methodological quality evaluation by AMSTAR 2 showed that the quality level of 16 studies was very low. The results of ROBIS tool showed that 1 study was low risk of bias and 15 studies were high risk of bias. The GRADE evaluation of the evidence quality for 36 outcome indicators in the included studies revealed that 6 were of moderate quality, 12 were of low quality, and the rest were of very low quality. ConclusionEBL method has demonstrated significant effects in improving theoretical performance, practical skills, and critical thinking abilities among medical students. However, the methodological and evidence quality of the current systematic reviews/meta-analyses are low.