Introduction <p>Evidence-based medicine (EBM) is currently used for patient management and to draw up recommendations. However, the effectiveness of EBM-related teaching during the mentoring of undergraduate medical students has not been widely evaluated. In this work, we aimed to (1) review published articles on EBM-related teaching during undergraduate clinical rotations and (2) to investigate the effectiveness of the EBM mentoring strategies used.</p> Methods <p>We performed a structured narrative review of articles or abstracts published in English up to January, 2026 focused on the application of EBM during undergraduate clinical rotations, and indexed in <i>Pubmed</i>,<i> Sciencedirect and Scopus</i> databases. Publications were screened using a combination of four ‘key terms’: <i>evidence-based medicine</i>, <i>EBM</i>, <i>undergraduate medical students</i> and <i>clinical rotation.</i></p> Results <p>Almost all retrieved publications reported positive outcomes following EBM approaches or courses implemented during clinical rotations.</p> Discussion <p>We identified several factors related to EBM mentoring that can influence the learning process of medical students (knowledge, skills, attitudes…) during clinical rotations. Including EBM in the undergraduate curriculum improved evidence-based practices and was found to be highly effective. Only 19 of the 188,859 initially retrieved publications met the inclusion criteria and were incorporated in this review.</p> Conclusion <p>EBM improves instruction and tutoring during undergraduate clinical rotations; it strengthens critical thinking and often opens up additional perspectives, enabling progress. EBM should be included in undergraduate medical curricula and rotations, worldwide.</p>