Abstract: Objective To compare the effectiveness of implementation of multi-teaching model (MT) and case based teaching (CBT) in pediatric teaching among undergraduate medical students. Methods Eighty one trainee students were divided into CBT and MT groups. Scenario based teaching (SBT), sandwich teaching (ST) and CBT were given to students of MT group. Results The self evaluation scores of “how much have you grasp before the class”by students after class in MT group were higher than those of CBT group[5.0(2.5,7,5) vs 4.0（3.0,5.0），Z=2.011，P<0.05]. The scores of obstructive structured clinical examination after training of MT group were higher than those of CBT group[ 93.0(90.3,97.0) vs 83.25(78.3,86.4)，Z=7.752，P<0.001]. Conclusions MT is better than CBT in pediatric training among undergraduate medical students.

Key words: teaching model, sandwich teaching, case based teaching, scenario based teaching, pediatrics