The present study aims to explore the implementation pathway for practical teaching of basic clinical puncture procedures under the guidance of point-of-care ultrasound (POCUS). The goal of the study is twofold: firstly, to address the shortcomings of the current medical education model and, secondly, to enhance medical students’ independent thinking abilities and clinical diagnostic skills. The study enrolled 87 clinical medicine interns rotating at Jiangning Hospital in Nanjing from January to December 2024, dividing them into an experimental group (receiving ultrasound-guided puncture procedure training) and a control group (receiving conventional puncture procedure training). It was evident that both groups had successfully completed the requisite two-hour comprehensive course training program. A subsequent analysis of the teaching outcomes was then conducted through intergroup comparison. The findings indicated that the experimental group exhibited lower DOPS assessment scores in comparison to the control group (4.91 ± 1.01 vs. 5.84 ± 1.22, p < 0.05). However, the satisfaction levels of the experimental group with the teaching method reached 95.45%. This finding indicates that ultrasound-guided puncture techniques may offer a substantial advantage in terms of pedagogical approaches. However, it should be noted that students in the experimental group faced challenges such as high operational complexity and the need to pay attention to numerous details during actual procedures, leading to lower assessment scores. Conducting a systematic analysis of these issues can provide clear directions for the optimization of teaching methods in the future, thereby enhancing students’ learning outcomes and clinical application capabilities.