Abstract:

 Objective　To evaluate the effectiveness of standardized patient (SP) combined with problem-based instruction under the "Internet+" model in the clinical teaching of sepsis.Methods　A total of 64 undergraduates enrolled in a "5+3" integrated program at Xuanwu Hospital were recruited and randomly assigned to either the experimental group (n=32) or the control group (n=32), based on different teaching approaches. The experimental group received SP-based, problem-guided instruction supported by internet technologies, while the control group received traditional instruction. Outcomes including knowledge acquisition, clinical reasoning, decision-making accuracy, teamwork ability, case discussion quality, and teaching satisfaction were compared.Results　The students in the experimental group had significantly better knowledge mastery of sepsis [(29.28±4.25) points], clinical thinking ability [(28.95±4.62) points], decision-making accuracy [(27.82±3.78) points], teamwork ability [(18.95±2.68) points] compared with the control group [(26.16±3.89) points, (25.76±3.25) points, (25.16±2.89) points, (16.75±2.35) points and the differences were statistically significant (P<0.05); The students in the experimental group had significantly better teaching quality in terms of role model [(4.69±0.27) points], content selection [(9.14±1.21) points], goal planning [(14.96±2.65) points] guiding thinking [(18.79±3.15) points], teaching interaction [(19.02±3.13) points], clinical guidance [(19.12±3.21) points] and induction and inspiration [(9.25±1.34) points] compared with the control group [(4.52±0.22) points, (7.98±0.98) points, (13.12±2.31) points, (16.12±2.32) points, (16.35±2.56) points, (15.72±2.32) points, (7.98±1.01) points], and the differences were statistically significant (P<0.05); The teaching satisfaction of the students in the experimental group was significantly higher than that of the control group (P<0.05).Conclusion　The SP combined with problem-based instruction under the "internet+" model effectively improves students' mastery of sepsis-related knowledge, clinical thinking, decision-making, and teamwork. It also enhances teaching quality and satisfaction, making it a valuable approach in clinical education on sepsis.

Key words:  , Internet+｜standardized patient｜problem-based instruction｜sepsis｜clinical teaching｜teaching effectiveness