Objective　To explore the application effect and feedback of online pediatrics teaching for the clerkship and internship stage of medical students of clinical medicine eight-year program. Methods In this study

38 clerkship medical students and 12 internship medical students of clinical medicine eight-year program in pediatrics department of Peking University First Hospital from February to March

2020 were selected as research objects. They had two weeks of online teaching

including online flipped classroom

case-based learning (CBL)

and problem-based learning (PBL). The effect of online teaching

and the feedback from these students were all investigated through the questionnaire survey. Results　All students were satisfied with the overall arrangement of the online teaching and believed that the results exceed [42% (21/50)] or meet [58% (29/50)] their expectations. According to the feedback

network congestion [82% (41/50)] was the biggest problem in online teaching

followed by the inability of effective interaction [20% (10/50)]. Students all believed that the online teaching arrangement was most helpful for the cultivation of theoretical knowledge (Total scores 4.58±0.50)

autonomous learning ability (Total scores 4.42±0.58) and clinical reasoning (Total scores 4.42±0.58)

but had minimal impact on the skills operation (Total scores 2.68±0.87) and scientific research ability (Total 2.98±0.98). For the ability of communication between doctors and patients

the scores of clerkship students (3.79±0.99) were significantly higher than those of internship students (3.08±0.67)

(P<0.05). Clerkship students considered that online flipped classroom was the most helpful teaching mode

while internship students believed online CBL teaching was the most helpful one. Majority of the students (94%) think it's necessary to keep online teaching in the future. Conclusion　Online teaching of pediatrics is approved by the medical students of clinical medicine eight-year program in the stage of clerkship and internship

and plays an important role in the cultivation of the ability of medical students

but it can't completely replace offline clinical practice.