目的：探讨循证医学（evidence-based medicine，EBM）PICOS模式结合基于案例的教学法（case-based learning，CBL）在神经康复学教学中的实践效果。

方法：将100名长沙医学院2021级康复治疗学专业的大学三年级学生随机分入教改组和对照组，每组各50人。在神经康复学教学中，对照组采用传统教学方法，教改组采用EBM-PICOS模式结合CBL教学。课程结束后，从课程成绩、学习效果、临床实习适应度3个方面比较2组的教学效果。

结果：与对照组比较，教改组的课程成绩及临床实习适应度评分有统计学差异（P＜0.05），教改组在学习兴趣、自学能力、循证实践能力、文献检索能力、临床思辨能力、理论联系实际能力、职业认同感7个方面的学习效果更好（P＜0.05），而医德医风方面无统计学差异（P＞0.05）。

结论：EBM-PICOS模式结合CBL可提高神经康复学的教学效果，并有效培养了康复治疗专业学生的康复胜任力。

Objective: To evaluate the effectiveness of integrating the evidence-based medicine (EBM) PICOS framework with case-based learning (CBL) in the teaching of neurorehabilitation.

Methods: A total of 100 third-year undergraduates majoring in rehabilitation therapy at Changsha Medical University (Class of 2021) were randomly assigned into two groups through stratified randomization: a reform group and a control group, with 50 students in each. In the neurorehabilitation course, the control group received traditional teaching methods (lecture-based learning), while the reform group was taught using the EBM-PICOS framework combined with CBL. After course completion, teaching effectiveness was compared between the two groups across three dimensions: academic performance, learning outcomes, and clinical internship adaptability.

Results: Compared with the control group, the reform group demonstrated statistically significant improvements in academic performance and clinical internship adaptation scores (P<0.05). The reform group also showed superior learning outcomes in seven aspects: learning engagement, self-directed learning competency, evidence-based practice proficiency, literature retrieval skills, clinical reasoning ability, applied knowledge integration, and professional identity (all P<0.05). However, no statistically significant difference was observed in medical ethics and professionalism between the two groups (P>0.05).

Conclusion: The integration of the EBM-PICOS framework with CBL enhances teaching effectiveness in neurorehabilitation and effectively cultivates rehabilitation competency among rehabilitation therapy students.