Objective　To explore the clinical application of case teaching method combined with clinical pathway in pediatrics teaching. Methods　103 students in pediatric practice from September 2016 to September 2017 were enrolled as the study object

who were divided randomly into observation group (52 cases) and control group (51 cases). Routine teaching method was adopted in the control group

while case teaching method combined with clinical pathway was adopted in the observation group. In addition

100 cases of children in need of rescue were selected for each group and the students were divided into two or three in a group to participate in the rescue. If the student could complete the rescue with the assistance of supervisor

he will be considered as playing a leading role in rescue process. Otherwise

another supervisor would join to lead the rescue

and the student would assist by the side

who will be considered as playing an auxiliary role in rescue process. The results of examination

classroom participation

homework

the res-cue performance and the satisfaction of teaching were compared between two groups. Results　The scores of theoretical course

case analysis and skill operation in the observation group was significantly higher than that of the control group (P<0.05). The scores of classroom attendance

classroom activity and home－work quality in the observation group was significantly higher than that of the control group (P<0.05). Success rate of rescue conducted by students in the observation group was significantly higher than that in the con－trol group(P<0.05). The teaching satisfaction of the observation group was also significantly higher than that of the control group (P<0.05). Conclusion　The application of case teaching method combined with clini－cal pathway teaching model in pediatrics teaching is effective and worthy of popularizing

which can obvi－ously improve teaching quality

arouse students' interest in teaching process

and improve students' profes－sional quality.