Objective　To discuss the role of teachers in the integrated PBL teaching of pediatrics in the light of the investigation of students after PBL teaching. Method　The multidisciplinary integrated PBL course established by the Department of Pediatrics of Chongqing Medical University has been implemented for more than two years in the teaching of the five year program in the Department of clinical medicine (pediatric direction). From September 28

2016 to October 25th

the researchers conducted a survey of 26 undergraduate students in the college who received PBL teaching at the professional probation stage. After the end of each PBL class

the teaching evaluation questionnaire recommended by Fudan University and Qian Ruizhe was distributed through the network teaching platform of Chongqing Medical University. The questionnaire was retrieved by students without a name

and the survey was carried out 3 times. The data of the questionnaire were summarized with Excel 2007. Result　77 questionnaires were issued and 77 were recovered

with a recovery rate of 100%. In the multidisciplinary integrated PBL class

94.8%-97.4% students gave high score evaluation

and all the evaluation of teachers reached excellent level. In response to open-ended questions

students believed that teachers in teaching could inspire students to think posi-tively

encourage students to express different views

create a mutually trusted environment for students

and cultivate students' interpersonal communication

communication and cooperation ability. Conclusion　In pediatric multidisciplinary integrated PBL teaching

teachers should teach students correct learning methods

judge each student's knowledge and thinking level

and individualize teaching for each student's problems and characteristics.