Abstract: Objective To explore the effect of American Physical Therapy Association's clinical performance instrument on undergraduate teaching in rehabilitation therapy. Methods The theory and practice lessons of Grade 2007 and 2008 were chosen. Grade 2007 adopted traditional teaching combined with 30% problem-based learning, and Grade 2008 adopted clinical performance instrument by American Physical Therapy Association. Results and Conclusion The ability to handle the whole medical standard was better in Grade 2008 than in Grade 2007 (P<0.001). And the function evaluation, treatment of implementation, the outcome assessment, guidance after discharge and preventive measures were better in Grade 2008 than in Grade 2007 (P<0.05).

Key words: rehabilitation therapy, undergraduates, clinical performance instrument, practice ability