Objective:To explore the application effect of the of multiple teaching methods in the teaching of pediatric clinical skills under the guidance of "post competence".Methods:Thirty students of Pediatrics grade 2016 were selected as the experimental group in Hubei Medical University, and they were taught through multiple teaching methods, including PBL, CBL, simulation teaching, virtual simulation teaching, and TBL. Thirty-one students of Pediatrics grade 2015 were collected as the control group, who were taught with traditional teaching mode. The scores of pediatric skills examination and questionnaire survey during school and clinical internship were compared between the two groups. SPSS 20.0 was used to perform the t test and chi-square test.Results:The experimental group scores were higher than those of the control group during school ( P<0.05). The questionnaire survey showed that the experimental group was superior to the control group in terms of satisfaction with teaching results, mastery of skill operations, improvement of learning interest and self-learning ability ( P<0.05). Examination scores of after-department skills in the experimental group was higher than that in the control group in pediatric clinical practice stage ( P<0.05), and the clinical teachers' evaluation of clinical thinking, doctor-patient communication, teamwork, professional quality, and work adaptability of the experimental group were higher than those of the control group ( P<0.05). Conclusion:"Post competence" orientated multiple teaching methods were applied to the teaching of pediatric clinical skills, which can stimulate medical students' interest in learning, improve their self-learning ability, contribute to their mastery of pediatric clinical skills and the improvement of post competence, and it can be promoted and applied in the teaching of pediatric clinical skills.