Abstract: Objective To discuss the impact of the pattern of student-autonomous laboratories opening on the experimental teaching of rehabilitation specialty. Methods Laboratories were opened to sophomore students of rehabilitation specialty. Planned opening pattern is employed on students of 2009 class and autonomous opening pattern is used on students of 2010 class. At the end of each term, results of these opening patterns are compared. Results The total opening hours of planned opening pattern were 89 with 755 person-times involved. The accumulated opening hours of autonomous opening pattern were 323 with 2677 person-times involved. Students of the autonomous opening pattern class achieved better academic results than students of planned opening pattern (P<0.05) in 7 major courses. Opening laboratories to students contributed to the improvement of rehabilitation skills, better understanding of the curricular knowledge, the enhancement of problem-analyzing and problem solving abilities, the stimulation of interest in major study and also the fostering of teamwork spirit. And the autonomous opening pattern achieved more desirable results (P<0.05). Conclusion The student-autonomous lab opening pattern contributes more to the improvement of students' practical skills, innovative spirit as well as comprehensive clinical rehabilitation abilities.

Key words: rehabilitation therapy, laboratory, open mode