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目的:探讨国际功能、残疾和健康分类（International Classification of Functioning，Disability and Health，ICF）引导的案例教学法在康复治疗学专业实习教学中的应用效果。方法:将2019年2月至2019年12月在重庆医科大学附属第一医院康复医学科实习的58名康复治疗学专业本科生随机分为观察组及对照组；观察组采用ICF引导的案例分析教学法进行实习教学，对照组采用传统教学方法。实习结束后对所有学生进行理论知识、病例分析及临床实践能力考核，同时采用问卷调查法分别对教学方法进行满意度调查。采用SPSS 25.0进行n t检验和秩和检验。n 结果:观察组学生三项成绩均高于对照组，差异有统计学意义（n P<0.05）；在满意度调查中，观察组在自主思维能力、学习主动性方面满意度优于传统教学法，差异有统计学意义（n P<0.05）。n 结论:以ICF为引导的案例教学法能加强学生自主思维能力及学习主动性，提高了康复治疗实习生临床综合能力。“,”Objective:To explore the effect of case-based learning (CBL) guided by ICF (International Classification of Functioning, Disability and Health) in rehabilitation practice teaching.Methods:Fifty-eight rehabilitation undergraduates who had practiced in the Department of Rehabilitation Medicine in The First Affiliated Hospital of Chongqing Medical University from February 2019 to December 2019 were randomized into observation group and control group. The observation group adopted ICF-guided CBL method for practice teaching, while the control group adopted traditional teaching methods. At the end of the internship, all the students were assessed in terms of their theoretical knowledge, case analysis and clinical practice ability. At the same time, questionnaires were used to conduct a satisfaction survey on the teaching method, and the results of the two groups were compared and analyzed by n ttest and rank-sum test through SPSS 25.0.n Results:The scores of the observation group were higher than those of the control group, with statistical significance (n P<0.05) . In the satisfaction survey, the observation group was superior to the traditional teaching method in terms of self-thinking ability and learning initiative, with statistical significance (n P<0.05).n Conclusion:ICF-guided CBL method can strengthen students' independent thinking ability and learning initiative, and improve the students' clinical comprehensive ability of rehabilitation treatment.