Abstract: Objective To investigate the effect of problem-based learning (PBL) on practice teaching of rehabilitation therapy. Methods 32 interns practiced in 2011 were as experimental group, 31 interns in 2010 as control group, who accepted PBL and routine teaching respectively.Results There were significant difference between these groups in achievement of theoretical examination and questionnaire (P<0.05). Conclusion PBL may improve initiative, interesting and comprehensive quality of the students of rehabilitation therapy.

Key words: rehabilitation therapy, problem-based learning, clinical practice