Objective To determine the different teaching key points and aim of evidence-based medicine education for postgraduates or undergraduates. Methods One hundred and fifty-one postgraduates and 55 undergraduates taking evidence-based medicine elective course were surveyed with questionnaires, which included four aspects of knowledge, attitudes, practice and barriers to evidence-based medicine. Results Both postgraduates and undergraduates had less knowledge of evidence-based medicine and agreed that it was difficult to practice evidence-based medicine, and there was no significant difference in these two aspects between them. However, there were significant differences in the aspects of attitudes and barriers to evidence-based medicine between postgraduates and undergraduates (P<0.05), and postgraduates held more interests, and more postgraduates thought it necessary to learn evidence-based medicine course. Conclusion Evidence-based medicine education should progress with different teaching key points at each stage.