Abstract: Objective To study the effectiveness of the self-developed knowledge graph software platform empowering basic medical teaching for clinical students. Methods Under the guidance of the subject teachers, the platform was opened as an assisted learning tool to 259 clinical students of Grade 2020 in Tianjin Medical University for 6 months, from January 2022 to July 2022. The students of Grade 2020 were used as the experimental group, and 248 students of Grade 2018 who were in the same major and had not accessed the platform ever were enrolled as the control group. Results of the Comprehensive Examination of Basic Medical Education Stage, organized by Tianjin Medical University, were compared. Mann-Whitney U test was used for statistical analysis. Results The total score of the students in experimental group [84.0(79.7, 88.0)] was significantly higher than that of the students in control group [69.0(59.5, 78.0)]; with respect to questions based on logical reasoning, the score of the students in the experimental group [67.6(55.5, 79.7)] was higher than that of the students in the control group [61.1(54.3, 73.6)]. All differences were statistically significant (all P<0.05). Conclusions Knowledge graph can significantly help students improve their learning effectiveness and enhance their logical reasoning ability.

Key words: Computer-assisted instruction, Knowledge graph, Basic medical teaching, Digitalized teaching