Objective: This study aims to explore the application value of image-assisted diagnosis tools in the clinical teaching of common pediatric skin diseases, analyze their impact on teaching quality and the clinical competence of residents through a controlled group study, optimize the existing teaching model for pediatric skin diseases, and address the pain points of traditional teaching methods. Methods: Forty residents undergoing standardized training in pediatrics at our hospital from January 2024 to January 2026 were selected as the study subjects. They were randomly divided into an observation group and a control group using a random number table method, with 20 cases in each group. The control group continued with the traditional teaching model for pediatric skin diseases, while the observation group incorporated image-assisted diagnosis tools into synchronous auxiliary teaching based on traditional methods. After the teaching period, unified assessments were conducted to compare the diagnostic accuracy rates for disease types, time spent on independent analysis of single cases, scores for mastering core knowledge points, and teaching satisfaction between the two groups. Results: The diagnostic accuracy rate in the observation group was significantly higher than that in the control group (χ² = 30.486, P < 0.001). The observation group spent significantly less time on single-case analysis, demonstrating higher analytical efficiency (t = 13.296, P < 0.001). The observation group also showed significantly better mastery of knowledge points compared to the control group (t = 7.892, P < 0.001). In terms of teaching satisfaction, the overall satisfaction in the observation group was significantly higher than that in the control group (χ² = 7.23, P < 0.05). Conclusion: The application of image-assisted diagnosis in teaching common pediatric skin diseases can effectively enhance the diagnostic accuracy of residents, accelerate case analysis efficiency, strengthen knowledge point mastery, and achieve superior teaching effects compared to traditional models, making it suitable for promotion in pediatric clinical teaching.