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.
