Abstract: Objective To evaluate the efficacy of knowledge graph platform in training of clinical thinking for medical students within a case-based learning (CBL) curriculum. Methods A controlled experiment was adopted. During the CBL period from October 2023 to January 2024, a cluster sample of 177 clinical medicine students (″5+3″ integrated program) of the Grade 2021 from Tianjin Medical University were enrolled and randomly assigned to either an experimental group (n=88) or a control group (n=89). Students in the experimental group used a knowledge graph platform for CBL, while those in the control group received a traditional instruction. Learning gains were assessed through a standardized test (theoretical knowledge) and an expert interview (practical problem-solving). Data analysis was performed with the Mann-Whitney U test. Results In memory-based questions, the scores of the experimental group were close to those of the control group [41.8 (10.4) vs. 40.5 (11.0), P=0.666]. However, in application-based questions and comprehensive questions, the experimental group outperformed the control group [10.0 (2.5) vs. 9.0 (3.0), and 14.0 (3.0) vs. 12.5 (3.5), both P<0.05], respectively. In expert interviews, both the total score and comprehensive analysis ability of the experimental group were higher than those of the control group [87.0 (7.0) vs. 82.0 (7.0), and 32.0 (2.0) vs. 31.0 (2.5), both P<0.05], respectively. Conclusions As a digital tool, knowledge graph can empower clinical thinking training and thereby enhance students′ clinical thinking abilities.

Key words: Clinical medicine, Clinical thinking, Knowledge graph, Digital learning tool, Application of educational technology