Abstract： Objective:To explore the effectiveness of the implementation of the management plan for young pediatric teachers to concurrently serve as pediatric class teachers in pediatrics, providing reference for the implementation of the class teacher system in colleges and universities.Methods:From November 2021 to November 2023, the Pediatric College of Chongqing Medical University formulated a management plan for young pediatric teachers to concurrently serve as pediatric class teachers ( referred to as the ″plan″) in accordance with relevant documents from the Ministry of Education. The plan was organized according to Miller′s Pyramid and optimized using action research methods. The study subjects were 1 231 students from five grades of the five-year pediatric specialty of the Pediatric College of Chongqing Medical University and 54 young pediatric teachers who concurrently served as pediatric class teachers (referred to as ″class teachers″). The effectiveness of the plan was evaluated through assessments by students and teaching management departments, as well as self-assessments by the class teachers. Using descriptive statistical analysis to analyze relevant data.Results:A total of 823 valid questionnaires were collected from students. The students′scores for the class teachers were (63.47±5.20) points (out of 70), the scorse from the teaching management department for the class teachers were (7.28±1.68) points (out of 10), and the class teachers′ self-assessment scores were(16.67±1.74) points( out of 20) .The class teacher assessment scores were as follows: 8(14.8%) were excellent (95-100 points), 24 (44.4%) were good (85-94 points), 11 (20.4%) were average (75-84 points), 6 (11.1%) were poor (60-74 points), and 5 (9.3%) were very poor (below 60 points). A total of 83.5% (687/823) of the students indicated that they were ″full of gains″, with the top three areas of student gain being guidance for postgraduate entrance examination [72.9% (600/823)], academic planning guidance [55.4% (456/823)], and psychological counseling [21.1% (174/823)]. The class teachers summarized four key points in their work: understanding the students′ situation [100.0% (54/54)], gaining students′ trust [83.3% (45/54)], guiding students to clarify their goals [77.8% (42/54)], and leading students to the clinical setting to perceive the value of the profession [74.1% (40/54)].Conclusions:This plan is conducive to student growth and is recognized by students; it helps young teachers improve thir educational teaching abilities and helps teaching management departments refine their management work; this plan can provide a reference for other colleges and universities to implement the class teacher system.