Evidence-based medicine (EBM) practice requires high-quality evidence. With the rigorous and systematic processes including legislation, literature search, literature screening, literature quality assessment, data collection, data analysis, results interpretation and original evaluation updating, the systematic review/meta-analysis is recognized as the clinical evidence with highest intensive argument for reasons of ensuring the authenticity and reliability of the findings and conclusions. Before it is applied to the specific clinical practice, a clinical doctor has to evaluate whether its results are applicable to patients or not, whether it contains all possible important results or not, whether the diagnosis and treatment benefiting from its interventions are clinically significant to patients or not, and additionally, has to take the treatment expense and patient’s value orientation into consideration. EBM clinical practice occurs for demands, and updates consciously for its authenticity, patient’s individuation and disease complexity. It has a broad development space for no other reason than its defect and imperfection.
It is an inexorable trend that evidence-based medicine (EBM) is being adopted at clinical medicine education in the 21st century. EBM neurology has been developing with the progress of the world of evidence-based medicine and clinical neurology. New requirements have been proposed in neurology education with the development of EBM. The adoption of EBM in modern clinical education will be a great influence: promoting the further development of neurology, cultivating talented doctors, and improving the quality of treatment.