Objective　To explore the application effect of four-track teaching mode (LBL: lecture-based learning; CBL: case-based learning; PBL: problem-based learning) in pediatric teaching of integrated traditional Chinese and Western Medicine. Methods 175 integrated traditional Chinese and Western medical students in seven-year program were divided into experimental group and control group. The experimental group was taught by four-track teaching mode

while students in the control group. Were applied with traditional teaching method (LBL+CBL). Results　Students in the experimental group highly rated the four-track teaching mode and were better than those in the control group in the following aspects: satisfaction with teaching methods

interest in learning

the ability of creative thinking

the thinking ability of clinical diagnosis and treatment

and memorization (P<0.05). And students' mid-term

final and comprehensive scores in the experimental group were significantly higher than those in the control group (P<0.05). Conclusion　Compared with traditional teaching methods

the four-track teaching mode can improve the quality of pediatric teaching of integrated traditional Chinese and Western medical students

which should be further integrated and perfected in the teaching practice.