Objective　To evaluate the teaching effectiveness of applying article structure analysis to improve medical graduate students' ability to read research articles. Methods　48 medical graduate students from basic medicine school of the Fourth Military Medical University were randomly and equally divided into the experimental group and control group. In the reading ability training of scientific research papers

the experimental group used the teaching of the structure analysis

while the control group used the collective self study. Before and after the training

the two groups of students were implemented a unified reading ability test and self reading ability evaluation survey

and after the training

the teaching satisfaction survey was conducted among the experimental group only. SPSS 16 was used to analyze the correlation data and Wilcoxon for signed-rank t est. Results　After training the reading ability test results showed that reading ability score (P=0.013)

consumed reading time score (P=0.003) and reading efficiency (P=0.004) of the experimental group were significantly higher than those of control group. The two groups of students' self-evaluation of the reading ability showed that after training

the scores of the students in the experimental group were higher than those in the control group

and the differences were statistically significant (P values were less than 0.05). The experimental group students' teaching satisfaction survey to article structure analysis showed students' score in 6 survey contents were greater than 3

namely degree of evaluation was more than general

among which

the score of four survey contents was more than 4

that is to achieve satisfied or very satis-fied. Conclusion　Applying article structure analysis can significantly improve medical graduate students' ability to read research articles.