Academic Involvement Research Articles

When Worlds Collide

In the United Kingdom, policy clinics are generally established as an extension of a university law clinic. Policy clinics give students the opportunity to undertake empirical research, often for the first time in their legal studies, to further investigate societal issues which impact diverse communities. The University of Exeter’s Policy Clinic is no exception. As a new component of the University of Exeter’s Community Law Clinic, the Policy Clinic aims to influence public policies that are relevant to the legal issues that Community Law Clinic clients collectively face. This practice report will explore the author’s first-hand experiences of working in the Community Law Clinic as a student legal advisor within the ‘Access to Justice Clinic’ undergraduate module at the University of Exeter, as a research intern collaborating with the Policy Clinic on a scoping project in its nascent year and, finally, as a support officer in a developing Policy Clinic. In the context of these three roles, this report will discuss the differences between research practices, the extent of academic and professional involvement, client interactions, and relationships in both clinics. Despite these differences, this report concludes that working at both clinics allows for developing skills in various contexts, which leads to the constant redefinition of integral values such as collaboration, trust, and respect. Ultimately, working at both law clinics and policy clinics are complementary, seeing that the fascinating interplay between casework and policy work reiterates the distinction between legal theory and “real world law”—providing invaluable insight and experience to law students regardless of jurisdiction.

Understanding and Defining Young People's Involvement and Under-Representation in Mental Health Research: A Delphi Study.

The mental health of young people (aged 16-25 years) is a growing public health concern in the United Kingdom due to the increasing numbers of young people experiencing mental health difficulties, with many not in contact with mental health services. To design services that meet the needs of all young people, a diversity of young people must be involved in mental health research, beyond being participants. This Delphi study aimed to identify different types of 'involvement' and to define and describe 'under-representation' in young people's involvement in mental health research. Twenty-seven experts in young people's mental health research completed a series of online questionnaires. The experts were academic researchers, patient and public involvement (PPI) professionals and young 'experts by experience'. Round 1 generated panellists' views on 'involvement' and 'under-representation'. Round 2 summarised panellists' responses from Round 1 and sought consensus (minimum 70% agreement) in nine question areas. Round 3 validated the findings of the previous rounds. Consensus was achieved in eight out of nine areas, resulting in a matrix (with definitions) of the different types of young people's involvement in mental health research, from being advisors to involvement ambassadors. The findings generated an agreed-upon definition of under-representation, an identification of when in the research process there is under-representation and the characteristics of the young people who are under-represented. Experts further agreed on demographic data that should be collected to improve reporting on involvement. This study adds to our understanding of involvement and under-representation in the context of young people's mental health research through expert consensus. It provides a practical resource for researchers considering involving young people in the research process and suggests the data that should be collected to improve reporting on the diversity of the young people involved. A research oversight group of five young people advised on this study. They contributed throughout the project-from endorsing the research question to commenting on the findings and dissemination. Two of the group reviewed all participant materials and piloted the initial questionnaire.

Success Of The Rollins Epidemiology Fellowship In Rebuilding Georgia's Epidemiologic Workforce.

Over the course of the past two decades, attrition within the US governmental public health workforce has passed concerning and become dire. The practice sector has struggled to recruit and retain new talent, despite the infusion of considerable federal investment in workforce expansion initiatives. In 2020, Emory University's Rollins School of Public Health partnered with the Georgia Department of Public Health to establish the Rollins Epidemiology Fellowship Program. Initially created to recruit and place early-career master of public health-level epidemiologists into Georgia's public health system for COVID-19 pandemic response, the two-year service-learning program has evolved into an effective and replicable model of direct academic involvement in strengthening the governmental public health workforce. Here we describe the program's structure and early results, spotlighting it for consideration by the federal government and other jurisdictions interested in directly engaging academia in efforts to revitalize the public health workforce.

Develop a curriculum for first-year students at Aksu vocational and technical college’s school of humanities and arts, focusing on teaching Chinese folk songs

This research investigates the integration of Chinese folk songs into the curriculum at Aksu Vocational and Technical College, situated in the culturally diverse Aksu region of Xinjiang, China. This study identifies significant gaps in current music education methods, particularly the disconnect between theoretical learning and practical application, which hinders students’ ability to engage deeply with the material and develop employable skills. Employing a mixed-methods research design, both qualitative and quantitative approaches were used to develop, implement, and evaluate a teaching package specifically designed for first-year students. The package aimed to enhance students' understanding and appreciation of Chinese folk music, thereby improving their cultural competence and engagement with the academic content. The findings suggest that the new curriculum significantly boosted the students' knowledge of and connection to folk music traditions. It also facilitated a better understanding of the music’s historical, cultural, and social contexts. Moreover, the teaching package fostered essential skills in cultural awareness and academic involvement, contributing effectively to vocational music education in a multi-ethnic setting. This approach not only bridges the gap between theory and practice but also enriches the students’ educational experience by embedding cultural appreciation into the learning process, making a substantial contribution to the field of music education.

Academic Vascular Surgeon Involvement in Health Care Technology Consulting

Academic Vascular Surgeon Involvement in Health Care Technology Consulting

TINJAUAN PERUBAHAN KEBIJAKAN PELAYANAN PUBLIK BERBASIS HAK ASASI MANUSIA DI INDONESIA

There have been changes in human rights-based public service policy as efforts to advance human rights and improve service quality in Indonesia. Therefore, this study aims to identify existing changes, factors driving policy changes, policy implementation in the field, and challenges arising in policy implementation. The research method used is descriptive qualitative, with data collected from observations, interviews, and documentation. The results show changes in human rights-based public service policy, including the addition of definitions, human rights principles, scope, stages of forming P2HAM, P2HAM criteria, involvement of academics and civil society in assessments, and no longer focusing on the term 'appreciation' but using the term 'P2HAM Work Unit'. Factors driving public policy changes include the government's responsibility in enforcing human rights, evaluation of existing regulations, and the need for terminological changes. Moreover, the implementation of human rights-based public services in the field is not optimal due to challenges such as inadequate resource availability, absence of sanction regulations, lack of work programs and budget plans, and deviant practices in public service provision. Based on the research results, practical or managerial implications emphasize the importance of adaptation and innovation in policy and operational management to enhance the quality and effectiveness of human rights-based public services.

Brain Drain: A Cross-Sectional Study Evaluating Migration Intentions of Neurosurgery Trainees in Pakistan.

Background Pakistan has a significant proportion of medical graduates who intend to leave the country for better opportunities abroad, leading to a brain drain. However, the push and pull factors within neurosurgery remain unexplored, emphasizing the need for evaluation to enact policy changes. Materials and Methods We conducted a nationwide survey across 22 College of Physicians and Surgeons of Pakistan accredited neurosurgery training centers in all provinces of Pakistan. SPSS version 26 and STATA 15 were used for data analysis. Results We collected responses from 120 neurosurgery trainees across Pakistan. Trainees were categorized into two groups: those intending to leave (64%) and those intending to stay (36%) in Pakistan. A significant association was observed between the availability of fellowship training in the residents' hospital and the decision to leave or remain in Pakistan ( p = 0.034). About 67.5% of our respondents did not have any publication, and among the intention to leave group, a greater percentage had academic involvement, when compared with the stay group. A significant association ( p = 0.012) was also observed between the decision to leave or remain in Pakistan and the number of publications in nonindexed journals. Conclusion There remains a need for improvement in the standard of training provided by neurosurgery programs across the country. Our study found that disparities in research and academic exposure, as well as the lack of fellowship opportunities, may serve as stimuli for residents to leave Pakistan.

The Role of Family Cultural Capital to Predicting Study Abroad Participation in First-Generation U.S. Undergraduates

ABSTRACT This study contributes new empirical using longitudinal national data on the factors explaining study abroad participation in U.S. undergraduates using Roksa et al.’s asset-based concept of family cultural capital. Specifically, this study found that parental nativity and frequency of family vacations were positively associated with study abroad participation. Increased parental academic involvement among first-generation college students, however, was negatively associated with study abroad participation, suggesting a hierarchy of priorities in parental advice in the educational decision-making process. This paper also considers how study abroad offices and parent orientations can promote study abroad for first-generation college students.

The impact of EFL teachers’ emotioncy level on their motivation and academic engagement

The educational landscape relies heavily on EFL instructors to shape students’ language learning journey, with emotional teaching aspects profoundly affecting motivation and academic involvement. This study delves into how EFL teachers’ emotioncy levels impact their motivation and academic engagement, referring to their ability to effectively handle emotions. Understanding how EFL teachers’ emotioncy level affects their motivation and academic engagement is crucial for optimizing teaching practices and student outcomes. Through empirical analysis and theoretical examination, this research investigates the relationship between EFL teachers’ emotioncy, motivation, and academic engagement. 596 EFL teachers filled out motivation, emotioncy, and engagement questionnaires. AMOS and SEM were employed to analyze the data. The results indicated that about 50 % of changes in teachers’ academic engagement can be explained by their emotioncy, and about 62 % of teachers’ motivation can be explained by their emotioncy. The findings contribute to enhancing teacher training programs and educational strategies aimed at promoting effective teaching practices and improving student engagement and performance. Theoretical and practical implications of the study are discussed.

Addressing medical student burnout through informal peer-assisted learning: a correlational analysis

BackgroundDespite the recognized advantages of Peer-Assisted Learning (PAL) in academic settings, there is a notable absence of research analyzing its effects on students' Academic Burnout. This study aims to cover this gap by assessing the underlying effectiveness of Informal Peer-Assisted Learning (IPAL) as a cooperative learning method, focusing on its potential to mitigate academic burnout among medical students.MethodsIn 2022, a cross-sectional study was conducted at the School of Medicine, Universidad Central del Caribe, in Puerto Rico. The research team gathered data from 151 participants, 49.19% of 307 total student body. This cohort included 76 female students, 71 male students, and 4 individuals saying other. The School Burnout Inventory questionnaire (SBI-9) was employed to assess Academic Burnout, along with an added query about self-reported IPAL. The SBI-9 underwent validation processes to ascertain its reliability and validity, incorporating the Exploratory Factor Analysis and Confirmatory Factor Analysis. Following this, the investigators conducted an analysis to determine the correlation between academic burnout levels and involvement in IPAL.ResultsThe validation process of the questionnaire affirmed its alignment with an eight-item inventory, encapsulating two principal factors that elucidate academic burnout. The first factor pertains to exhaustion, while the second encompasses the combined subscales of cynicism and inadequacy.The questionnaire shows high reliability (Cronbach's alpha = 0.829) and good fit indices (Comparative Fit Index = 0.934; Tucker-Lewis Index = 0.902; Standardized Root Mean Squared Residual = 0.0495; Root Mean Squared Error of Approximation = 0.09791; p-value < 0.001). The factors proven in the selected model were used to evaluate the correlation between Academic Burnout and IPAL. Students engaged in IPAL showed significantly lower academic burnout prevalence compared to those who never participated in such practices, with a mean academic burnout score of 44.75% (SD 18.50) for IPAL engaged students versus 54.89% (SD 23.71) for those who never engaged in such practices (p-value < 0.013). Furthermore, within the group engaged in IPAL, students displayed lower levels of cynicism/inadequacy 41.98% (SD 23.41) compared to exhaustion 52.25% (SD 22.42) with a p-value < 0.001.ConclusionsThe results of this study underscore a notable issue of academic burnout among medical students within the surveyed cohort. The investigation reveals a significant correlation between Academic Burnout and IPAL, suggesting that incorporating IPAL strategies may be beneficial in addressing burnout in medical education settings. However, further research is needed to explore potential causal mechanisms.

Longitudinal Trajectories of Social Mobility Beliefs among Chinese Adolescents: The Protective Roles of Parental Academic Involvement and Adolescent Future Orientation.

Social mobility beliefs play a significant role in shaping adolescents' adaptive developmental outcomes, including well-being and academic functioning. Nevertheless, existing research may not cast light on the distinct trajectories and potential protective factors of social mobility beliefs. The present study aims to identify heterogeneity in trajectory patterns of social mobility beliefs among Chinese adolescents (Mage = 12.45, SDage = 2.60; 55.1% boys; 40.0% rural adolescents) in a four-wave (i.e., fall 2017, fall 2018, spring 2019, and fall 2019) longitudinal design, and examines the protective roles of parental academic involvement and adolescent future orientation. Three distinct trajectories of social mobility beliefs were identified: high-increasing (35.1%; a positive trajectory with the best developmental outcomes, including the lowest problem behaviors and depression symptoms, and the highest life satisfaction and academic competence), moderate-stable (49.8%), and low-decreasing (15.1%; a negative trajectory with the worst developmental outcomes, including the highest problem behaviors and depression symptoms, and the lowest life satisfaction and academic competence). Apart from the main effects of parental academic involvement and future orientation, a significant interaction effect of these two protective factors and adolescent group was detected, and only rural adolescents who reported both high levels of parental academic involvement and future orientation have a greater chance of being placed in the high-increasing trajectory than the low-decreasing trajectory. These findings highlight the significance of clarifying individual differences in the dynamic process of social mobility beliefs during adolescence, and elucidate rural-urban disparities in the influences of protective factors on social mobility beliefs trajectories, and inform individualized intervention strategies.

AI ChatGPT and student engagement: Unraveling dimensions through PRISMA analysis for enhanced learning experiences

This PRISMA-based literature review aims to assess and analyze the measurement of student engagement dimensions within AI ChatGPT interactions. The central question is how to effectively evaluate these dimensions using established methods and leverage insights to enhance AI ChatGPT’s capacity to foster student engagement. The systematic review of PRISMA methodology identifies 16 relevant peer-reviewed research. All relevant and eligible research according to PRISMA methodology are analyzed to comprehend the intricacies of student engagement in AI ChatGPT interactions. The synthesis of these findings unveils the current state of knowledge on AI ChatGPT’s influence on student engagement and uncovers opportunities for future research. This review underscores AI ChatGPT’s potential as an educational tool, offering personalized experiences that bolster student engagement and learning outcomes. The systematic review established that, even though using ChatGPT has many advantages such as enhancing student engagement and academic involvement and supporting inquiry-based learning. However, there are some negative aspects such as lacking empathy and human emotions, limited contextual understanding, increased technology dependence and possibility of Inaccurate or Biased Information. In summary, this PRISMA-based review contributes to understanding the measurement of student engagement within AI ChatGPT. It identifies best practices, laying the foundation for further research and development. By optimizing AI ChatGPT’s effectiveness, educators and developers can craft more engaging and tailored learning experiences, ultimately enhancing educational outcomes.

과학자문 부패 예방을 위한 방안

Today, a state intervenes in various areas of society. Accordingly, the tasks that a state must be responsible for are increasing, and in line with this, the scope of policies and administration that a state must carry out also is expanding. Meanwhile, as the specialty and complexity of a society itself regulated by a state are increasing, the expertise and complexity of the policies or public administration that a state is responsible for must also improve in line with this. To this end, the involvement of academics, including science, in national policies and administration is also increasing. As the Korean case of Covid-19 shows, this can achieve significant results. However, this sometimes fails. This article defines the failures caused by scientific advisory as scientific advisory corruption. At the same time, this article deals with the topics of how to prevent such scientific advisory corruption, and what kind of relationship should be formed between policy, administration, and science to achieve this. This article emphasizes the following: The responsibility for the results produced by the public administration must be took by the administration itself, even in the case of scientific advisory. The public administration must avoid passing its responsibilities onto the scientific system. Conversely, the scientific system must resist the temptation to engage in administrative power through scientific advisory. There is a need to prevent the scientific system from falling into the problem of trying to exceed the functional role assigned to itself, that is, functional corruption. In this process, law will play an important role.

Developing a Hybrid Model for Analyzing Students’ Academic Performance using ICT Integration in Higher Learning Institutions: A Case Study of IPRC-HUYE, RWANDA

The integration and use of ICT tools, resources and systems in different aspects of the educational process is the aim of this study on the integration of ICT into higher education institutions. In order to improve the performance of students in their studies, successful integration with ICT at higher education institutions has become more and more crucial. However, there's a shortage of comprehensiveness. Research on the specific impact of ICT integration on students' performance indicators such as academic success, involvement and critical thinking skills. In addition, it is necessary to identify the factors that contribute to or hinder the effective integration of ICT into higher education institutions and to understand how these factors affect the results of students' studies. This research study examined how the incorporation of ICT tools and resources influences students' academic performance, engagement levels, and critical thinking skills. The study also examined the challenges and obstacles to effective integration of ICT in learning, as well as explored students' perceptions and attitudes towards using information and communication technologies. In order to assess the impact of ICT integration, this researcher used an analytical approach by using surveys, questionnaires and interviews to gather students and trainers' perspectives on ICT integration and its influence on their engagement. The targeted population was the students enrolled at the IPRC (Integrated Polytechnic Regional College) Huye and their trainers, which is the specific case study institution. Statistical Analysis including correlation and regression under python programming language will be employed to analyze the collected data.

Virtual reality and gamification in education: a systematic review

This study aims to analyze the use of virtual reality and gamification in education by examining the existing literature. In addition to virtual reality, this study focuses on gamified virtual reality learning environments which refer to virtual reality learning environments that integrate gamification elements and mechanisms. Based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, a systematic literature review was carried out. No limitations were set regarding educational level, type of study, subject, and publication year. The related articles were retrieved from 5 databases (ERIC, Google Scholar, IEEE, SCOPUS, and Web of Science). A total of 112 articles were included, 16 research questions were explored, and a thematic analysis was conducted. To evaluate the quality of the articles included, the Mixed Methods Appraisal Tool (MMAT) was used. According to the findings, gamification and virtual reality support several pedagogical theories and approaches. Their adoption to and integration into education can enrich and transform traditional teaching and learning and were assessed positively by students and teachers. Gamification elements significantly affected students’ achievements. In comparison to traditional learning environments, gamified virtual reality learning environments were more motivating, engaging, and interactive and offered more opportunities for personalized and collaborative learning. Through the realistic and interactive experiences offered, students’ immersion and social presence can be enhanced, knowledge acquisition can be improved, and material comprehension can be facilitated. Positive changes in student attitude, behavior, and mentality as well as improved cognitive, physical, and social–emotional development were observed. When using learning environments that integrate both virtual reality and gamification, students’ learning outcomes, motivation, engagement, and self-efficacy were increased. Additionally, students’ academic performance, active involvement, and satisfaction were improved. Students’ curiosity, imagination, focus, and interest were enhanced and their skills and competences were developed. Finally, gamified virtual reality emerged as an effective educational tool that can improve learning at all educational levels, subjects, and contexts.

Students’ Perspective on the Semester System at Higher Education Institutions in Pakistan

This study investigates student perceptions of the semester system's deployment in Pakistani higher education institutions in the context of worldwide transformative shifts. The study examines the transition from the conventional annual system, focusing on key issues such as students' first perceptions, the semester system's impact on academic workload, time management, learning, assessment procedures, engagement, and involvement. It investigates feedback mechanisms and communication channels to get insights into the effectiveness of student-instructor interactions. The study evaluates overall student happiness and the semester system's possible impact on well-being, recognizing both positive characteristics that contribute to a positive academic experience and potential issues that harm mental health. Five selective universities conducted a survey using a questionnaire. The four-point Likert scale questionnaire “strongly disagree to strongly agree” was used to collect the ordinal data. Using simple random sampling, four hundred student samples were collected from five selective universities. Descriptive statistics were used to analyze the frequency, percentage, and median as the average for ordinal data. Furthermore, the Kruskal Wallis H Test assessed variations in more than two groups’ opinions based on five university levels, and the Mann– Whitney U test investigated inequalities in the views of two groups of male and female students. The results offer valuable insights to educational policymakers, administrators, and educators. These insights will provide a student-focused understanding of the consequences of implementing the semester system.

Understanding momentary engagement in university students: Exploring the interaction between competence and value beliefs on emotions and cognitive engagement – A multilevel investigation

Using an intensive longitudinal design, this study investigated the predictive role of and interaction between competence beliefs and task value in relation to four achievement emotions (enthusiasm, excitement, anxiety, and irritation) as well as cognitive engagement. Data were collected using an experience sampling method to capture the momentary experiences of 81 university students over 14 days. Using a multilevel modeling approach, the study disentangled variations between and within individuals across learning situations. The results indicated that associations between competence and value beliefs and emotions were primarily observed at the situational level. Both competence and value beliefs played important roles in predicting cognitive engagement. In addition, high competence beliefs acted as a buffer, mitigating the positive association between opportunity cost and anxiety and reducing the negative impact of low intrinsic value on irritation. Positive value beliefs emerged as instrumental in fostering cognitive engagement, particularly in situations characterized by limited competence beliefs. Educational relevance statementThe motivation and engagement displayed by university students in diverse learning events offer valuable insights into their dedication and academic involvement in pursuing their degrees. This study highlights the importance of perceiving both high competence beliefs and intrinsic value, which results in stronger associations with enthusiasm and excitement during learning. Conversely, high opportunity cost is linked to greater anxiety, but high competence beliefs act as a protective factor, mitigating this effect. High competence beliefs also counteract the negative impact of low intrinsic value on irritation. Value beliefs, particularly importance and intrinsic value, have a compensatory effect on cognitive engagement. Positive value beliefs play a crucial role in driving cognitive engagement, especially when competence beliefs are lacking. Gaining insight into changes within individuals and variations between students enables educators to effectively tailor instructional strategies and provide support, which in turn fosters students' motivation and engagement.

Influencers of academic staff performance in higher education: the role of motivation, transformational leadership and involvement in strategic planning

PurposeThis study empirically examines the impact of motivation, transformational leadership and involvement in strategic planning (SP) on academic staff performance at higher education institutions (HEIs). It also examines how academics' involvement in SP mediates the associations between motivation, transformational leadership and performance.Design/methodology/approachThis article conducted a quantitative approach based on a self-administered survey. Partial least squares structural equation modeling (PLS-SEM) was applied to analyze the data gathered from 192 faculty members at governmental HEIs in Oman.FindingsThe results indicated that academic staff motivation has a significant and positive impact on their involvement in SP and performance in HEIs. It is also revealed that employee involvement in SP activities is significantly affected by transformational leadership, while the latter does not affect academic staff performance. There is also a significant association between academic staff involvement in SP and their performance. Moreover, the relationships between motivation, transformational leadership and performance are fully mediated by academic staff involvement in SP at HEIs.Originality/valueThe current empirical work is one of the few endeavors to develop an integrated structural model to investigate how faculty members' performance could be affected by motivation, transformational leadership and involvement in SP. Furthermore, it is considered one of the first attempts to explore the intervening role of academic staff involvement in the SP process in the connections between motivation, transformational leadership and performance within the HEI realm.

Adolescent Trauma and Impact of the COVID-19 Pandemic in the School Context

This study examines the significant effects of the COVID-19 pandemic on adolescent trauma and its subsequent consequences in the school setting. The pandemic has brought about a worldwide health emergency that goes beyond physical health, significantly impacting the mental and emotional well-being of teenagers. This demographic, which is already vulnerable to different types of psychological distress during a crucial period of growth, encountered intensified difficulties as a result of the disruptions caused by the pandemic. The study employs a mixed-method methodology, combining quantitative data from surveys with qualitative insights gathered through interviews and focus groups that include students, teachers, and school counselors. The objective is to evaluate the prevalence of trauma-related concerns among adolescents during the pandemic and investigate how these concerns have become apparent in educational environments. Primary concerns include the consequences of extended school closures, the transition to remote learning, social seclusion, and the broader psychosocial pressures associated with the pandemic. The findings indicate a notable surge in the number of reports concerning anxiety, depression, and other symptoms associated with trauma among adolescents. The interruption of typical school schedules and the lack of a physical school setting have decreased academic involvement and drive. Moreover, the absence of face-to-face social engagement and participation in extracurricular activities has intensified sentiments of isolation and social detachment. The study emphasizes the crucial role of schools in offering assistance and resources to tackle these difficulties. It highlights the necessity of implementing trauma-informed educational strategies and mental health support systems in schools to address the increased emotional and psychological requirements of students. Furthermore, the study identifies successful tactics schools utilize to lessen the consequences of the pandemic, such as incorporating mental health education into the curriculum, offering virtual counseling services, and cultivating a supportive online community.

Improving Concordance Between Clinicians With Australian Guidelines for Bowel Cancer Prevention Using a Digital Application: Randomized Controlled Crossover Study.

Australia's bowel cancer prevention guidelines, following a recent revision, are among the most complex in the world. Detailed decision tables outline screening or surveillance recommendations for 230 case scenarios alongside cessation recommendations for older patients. While these guidelines can help better allocate limited colonoscopy resources, their increasing complexity may limit their adoption and potential benefits. Therefore, tools to support clinicians in navigating these guidelines could be essential for national bowel cancer prevention efforts. Digital applications (DAs) represent a potentially inexpensive and scalable solution but are yet to be tested for this purpose. This study aims to assess whether a DA could increase clinician adherence to Australia's new colorectal cancer screening and surveillance guidelines and determine whether improved usability correlates with greater conformance to guidelines. As part of a randomized controlled crossover study, we created a clinical vignette quiz to evaluate the efficacy of a DA in comparison with the standard resource (SR) for making screening and surveillance decisions. Briefings were provided to study participants, which were tailored to their level of familiarity with the guidelines. We measured the adherence of clinicians according to their number of guideline-concordant responses to the scenarios in the quiz using either the DA or the SR. The maximum score was 18, with higher scores indicating improved adherence. We also tested the DA's usability using the System Usability Scale. Of 117 participants, 80 were included in the final analysis. Using the SR, the adherence of participants was rated a median (IQR) score of 10 (7.75-13) out of 18. The participants' adherence improved by 40% (relative risk 1.4, P<.001) when using the DA, reaching a median (IQR) score of 14 (12-17) out of 18. The DA was rated highly for usability with a median (IQR) score of 90 (72.5-95) and ranked in the 96th percentile of systems. There was a moderate correlation between the usability of the DA and better adherence (rs=0.4; P<.001). No differences between the adherence of specialists and nonspecialists were found, either with the SR (10 vs 9; P=.47) or with the DA (13 vs 15; P=.24). There was no significant association between participants who were less adherent with the DA (n=17) and their age (P=.06), experience with decision support tools (P=.51), or academic involvement with a university (P=.39). DAs can significantly improve the adoption of complex Australian bowel cancer prevention guidelines. As screening and surveillance guidelines become increasingly complex and personalized, these tools will be crucial to help clinicians accurately determine the most appropriate recommendations for their patients. Additional research to understand why some practitioners perform worse with DAs is required. Further improvements in application usability may optimize guideline concordance further.