Question Format Research Articles

Perceptions of the seriousness of major public health problems during the COVID-19 pandemic in seven middle-income countries

IntroductionPublic perception of the seriousness of the COVID-19 pandemic compared to six other major public health problems (alcoholism and drug use, HIV/AIDS, malaria, tuberculosis, lung cancer and respiratory diseases caused by air pollution and smoking, and water-borne diseases like diarrhea) is unclear. We designed a survey to examine this issue using YouGov’s internet panels in seven middle-income countries in Africa, Asia, and Latin America in early 2022.MethodsRespondents rank ordered the seriousness of the seven health problems using a repeated best-worst question format. Rank-ordered logit models allow comparisons within and across countries and assessment of covariates.ResultsIn six of the seven countries, respondents perceived other respiratory illnesses to be a more serious problem than COVID-19. Only in Vietnam was COVID-19 ranked above other respiratory illnesses. Alcoholism and drug use was ranked the second most serious problem in the African countries. HIV/AIDS ranked relatively high in all countries. Covariates, particularly a COVID-19 knowledge scale, explained differences within countries; statistics about the pandemic were highly correlated with differences in COVID-19’s perceived seriousness.ConclusionsPeople in the seven middle-income countries perceived COVID-19 to be serious (on par with HIV/AIDS) but not as serious as other respiratory illnesses. In the African countries, respondents perceived alcoholism and drug use as more serious than COVID-19. Our survey-based approach can be used to quickly understand how the threat of a newly emergent disease, like COVID-19, fits into the larger context of public perceptions of the seriousness of health problems.

Potential and Limitations of ChatGPT 3.5 and 4.0 as a Source of COVID-19 Information: Comprehensive Comparative Analysis of Generative and Authoritative Information.

The COVID-19 pandemic, caused by the SARS-CoV-2 virus, has necessitated reliable and authoritative information for public guidance. The World Health Organization (WHO) has been a primary source of such information, disseminating it through a question and answer format on its official website. Concurrently, ChatGPT 3.5 and 4.0, a deep learning-based natural language generation system, has shown potential in generating diverse text types based on user input. This study evaluates the accuracy of COVID-19 information generated by ChatGPT 3.5 and 4.0, assessing its potential as a supplementary public information source during the pandemic. We extracted 487 COVID-19-related questions from the WHO's official website and used ChatGPT 3.5 and 4.0 to generate corresponding answers. These generated answers were then compared against the official WHO responses for evaluation. Two clinical experts scored the generated answers on a scale of 0-5 across 4 dimensions-accuracy, comprehensiveness, relevance, and clarity-with higher scores indicating better performance in each dimension. The WHO responses served as the reference for this assessment. Additionally, we used the BERT (Bidirectional Encoder Representations from Transformers) model to generate similarity scores (0-1) between the generated and official answers, providing a dual validation mechanism. The mean (SD) scores for ChatGPT 3.5-generated answers were 3.47 (0.725) for accuracy, 3.89 (0.719) for comprehensiveness, 4.09 (0.787) for relevance, and 3.49 (0.809) for clarity. For ChatGPT 4.0, the mean (SD) scores were 4.15 (0.780), 4.47 (0.641), 4.56 (0.600), and 4.09 (0.698), respectively. All differences were statistically significant (P<.001), with ChatGPT 4.0 outperforming ChatGPT 3.5. The BERT model verification showed mean (SD) similarity scores of 0.83 (0.07) for ChatGPT 3.5 and 0.85 (0.07) for ChatGPT 4.0 compared with the official WHO answers. ChatGPT 3.5 and 4.0 can generate accurate and relevant COVID-19 information to a certain extent. However, compared with official WHO responses, gaps and deficiencies exist. Thus, users of ChatGPT 3.5 and 4.0 should also reference other reliable information sources to mitigate potential misinformation risks. Notably, ChatGPT 4.0 outperformed ChatGPT 3.5 across all evaluated dimensions, a finding corroborated by BERT model validation.

Reactions to asynchronous video interviews: The role of design decisions and applicant age and gender

AbstractAsynchronous video interviews (AVIs) are a form of one‐way, technology‐mediated selection interview that can help streamline and increase flexibility in the hiring process and are used to hire millions of applicants per year. Although applicant reactions to AVIs in general tend to be more negative than with traditional interview modalities, AVIs can differ widely in how they are designed. For instance, applicants can be provided with more or less preparation time, response length, rerecording options, or rely on different question formats. This study examines how AVI design features impact applicant reactions, as well as the moderating role played by applicant age and gender. Data from 27,809 real job applicant's AVI experiences were collected in 11 countries (69.3% English‐speaking) from 33 companies and relating to 72 types of positions. Data were fitted with linear mixed‐effects models to account for nesting. Results showed that allowing more preparation time and offering the opportunity to rerecord responses were related to more favorable reactions, while including more questions was related to more negative reactions. Applicants above the age of 31 reacted especially negatively to AVIs with more questions while those below the age of 30 preferred being allocated longer maximum response lengths. Women reacted more positively to increased preparation time. These findings might help both AVI vendors and hiring organizations design AVIs that facilitate a positive applicant experience. Our research also expands knowledge on applicant reactions to interviews, highlights crucial differences from traditional formats, and calls for integrating applicant characteristics into current theoretical frameworks on applicant reactions to AVIs.

English Question Formation: A Comparison of Errors Made by English-Dominant Versus Mandarin-Dominant Learners in a Chinese Medium Primary School

English Question Formation: A Comparison of Errors Made by English-Dominant Versus Mandarin-Dominant Learners in a Chinese Medium Primary School

Beyond translation: Transcreation of a clinicians’ guide to structure discussions about health-related values with Latinx patients throughout cancer

ObjectiveThis study aimed to ensure accurate translation and cultural appropriateness of a guide designed to help oncology clinicians provide person-centered care to Spanish-speaking Latinx patients with cancer. MethodsInitial translation of a clinician-patient values discussion guide in open-ended question format (“Guide”) was pretested in interviews with 27 Spanish-speaking individuals, followed by national expert panel review. At three sites, semi-structured, in-depth, audio-recorded interviews in the participant’s preferred language (Spanish/English) were then conducted with Latinx patients receiving systemic treatment for a solid tumor malignancy and family joining them at clinic. ResultsInterviews of 43 patient/family participants representing diverse Latinx communities addressed the Guide’s understandability, acceptability, relevance and responsiveness. Rapid analysis of interviews contributed to cultural adaptation/transcreation of the Guide for a pilot interventional trial. ConclusionMoving beyond translation to transcreation can help promote inclusion, equity, and cultural sensitivity in oncologic care/communication. Practice implicationsClinicians now have a linguistically- and culturally-adapted guide including questions and prompts to help structure discussions in Spanish or English of health-related values with Latinx patients receiving oncologic care.

Associations between item characteristics and statistical performance for paediatric medical student multiple choice assessments.

Background: Multiple choice questions (MCQs) are commonly used in medical student assessments but often prepared by clinicians without formal education qualifications. This study aimed to inform the question writing process by investigating the association between MCQ characteristics and commonly used statistical measures of individual item quality for a paediatric medical term. Methods: Item characteristics and statistics for five consecutive annual barrier paediatric medical student assessments (each n=60 items) were examined retrospectively. Items were characterised according to format (single best answer vs. extended matching); stem and option length; vignette presence and whether required to answer the question, inclusion of images/tables; clinical skill assessed; paediatric speciality; clinical relevance/applicability; Bloom's taxonomy domain and item flaws. For each item, we recorded the facility (proportion of students answering correctly) and point biserial (discrimination). Results: Item characteristics significantly positively correlated (p<0.05) with facility were relevant vignette, diagnosis or application items, longer stem length and higher clinical relevance. Recall items (e.g., epidemiology items) were associated with lower facility. Characteristics significantly correlated with higher discrimination were extended matching question (EMQ) format, longer options, diagnostic and subspeciality items. Variation in item characteristics did not predict variation in the facility or point biserial (less than 10% variation explained). Conclusions: Our research supports the use of longer items, relevant vignettes, clinically-relevant content, EMQs and diagnostic items for optimising paediatric MCQ assessment quality. Variation in item characteristics explains a small amount of the observed variation in statistical measures of MCQ quality, highlighting the importance of clinical expertise in writing high quality assessments.

ChatGPT's contributions to the evolution of neurosurgical practice and education: a systematic review of benefits, concerns and limitations

&amp;lt;p&amp;gt;&amp;lt;strong&amp;gt;Aim&amp;lt;/strong&amp;gt; &amp;lt;br /&amp;gt;This study provides a comprehensive review of the current literature on the use of ChatGPT, a generative Artificial Intelligence (AI) tool, in neurosurgery. The study examines potential benefits and limitations of ChatGPT in neurosurgical practice and education.&amp;lt;br /&amp;gt;&amp;lt;strong&amp;gt;Methods &amp;lt;br /&amp;gt;&amp;lt;/strong&amp;gt;The study involved a systematic review of the current literature on the use of AI in neurosurgery, with a focus on&amp;lt;br /&amp;gt;ChatGPT. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed to ensure a comprehensive and transparent review process. Thirteen studies met the inclusion criteria and were included in the final analysis. The data extracted from the included studies were analysed and synthesized to provide an overview of the current state of research on the use of ChatGPT in neurosurgery.&amp;lt;br /&amp;gt;&amp;lt;strong&amp;gt;Results&amp;lt;/strong&amp;gt; &amp;lt;br /&amp;gt;The ChatGPT showed a potential to complement and enhance neurosurgical practice. However, there are risks and limitations associated with its use, including question format limitations, validation challenges, and algorithmic bias. The study highlights the importance of validating machine-generated content for accuracy and addressing ethical concerns associated with AI technologies. The study also identifies potential benefits of ChatGPT, such as providing personalized treatment plans, supporting surgical planning and navigation, and enhancing large data processing efficiency and accuracy.&amp;lt;br /&amp;gt;&amp;lt;strong&amp;gt;Conclusion&amp;lt;/strong&amp;gt; &amp;lt;br /&amp;gt;The integration of AI technologies into neurosurgery should be approached with caution and careful consideration of&amp;lt;br /&amp;gt;ethical and validation issues. Continued research and development of AI tools in neurosurgery can help us further understand their potential benefits and limitations.&amp;amp;nbsp;&amp;lt;/p&amp;gt;

Can generative artificial intelligence pass the orthopaedic board examination?

BackgroundResident training programs in the US use the Orthopaedic In-Training Examination (OITE) developed by the American Academy of Orthopaedic Surgeons (AAOS) to assess the current knowledge of their residents and to identify the residents at risk of failing the Amerian Board of Orthopaedic Surgery (ABOS) examination. Optimal strategies for OITE preparation are constantly being explored. There may be a role for Large Language Models (LLMs) in orthopaedic resident education. ChatGPT, an LLM launched in late 2022 has demonstrated the ability to produce accurate, detailed answers, potentially enabling it to aid in medical education and clinical decision-making. The purpose of this study is to evaluate the performance of ChatGPT on Orthopaedic In-Training Examinations using Self-Assessment Exams from the AAOS database and approved literature as a proxy for the Orthopaedic Board Examination. Methods301 SAE questions from the AAOS database and associated AAOS literature were input into ChatGPT's interface in a question and multiple-choice format and the answers were then analyzed to determine which answer choice was selected. A new chat was used for every question. All answers were recorded, categorized, and compared to the answer given by the OITE and SAE exams, noting whether the answer was right or wrong. ResultsOf the 301 questions asked, ChatGPT was able to correctly answer 183 (60.8%) of them. The subjects with the highest percentage of correct questions were basic science (81%), oncology (72.7%, shoulder and elbow (71.9%), and sports (71.4%). The questions were further subdivided into 3 groups: those about management, diagnosis, or knowledge recall. There were 86 management questions and 47 were correct (54.7%), 45 diagnosis questions with 32 correct (71.7%), and 168 knowledge recall questions with 102 correct (60.7%). ConclusionsChatGPT has the potential to provide orthopedic educators and trainees with accurate clinical conclusions for the majority of board-style questions, although its reasoning should be carefully analyzed for accuracy and clinical validity. As such, its usefulness in a clinical educational context is currently limited but rapidly evolving. Clinical relevanceChatGPT can access a multitude of medical data and may help provide accurate answers to clinical questions.

A Framework for Assessing the Complexity of Auto Generated Questions from Ontologies

Automatic difficulty calibration (ADC) is the application of computational techniques to estimate the difficulty levels of assessment questions before administering them. Compared to traditional difficulty calibration approaches, ADC eliminates the need for pretesting, and minimises the time and efforts typically involved in manual calibration. In recent years, Ontology-based Automatic Question Generation (OAQG) has emerged as a powerful tool to generate assessment questions effortlessly and in massive numbers with minimal human intervention. Despite these benefits, not being able to control the characteristics of generated questions hinders their suitability to be used in pedagogical settings. However, much of the research up to now has tended to focus on the quantity of the questions rather than their quality. Indeed, most current automatic question generators produce simple questions which consist of a few facts, and simply test the recall of knowledge. Furthermore, the majority of existing frameworks are mostly technical and are not supported with a strong theoretical underpinning. In this paper, we propose a novel framework to assess the complexity of ontology-based, automatically generated questions. We discuss various aspects that are involved in determining the complexity of assessment questions, and attempt to quantify important characteristics of question complexity through the use of novel ontological metrics. To further support the plausibility of our computational framework, we shed light on its consistency with theories from education and cognitive psychology. This will provide us with a solid theoretical foundation which ensures that questions are generated according to principled methods that are grounded in theories of learning and cognition. The proposed approach is agnostic to different domains and independent of the question format, therefore, is highly general and applicable to a variety of contexts.

Overprecision is a property of thinking systems.

Overprecision is the excessive certainty in the accuracy of one's judgment. This article proposes a new theory to explain it. The theory holds that overprecision in judgment results from neglect of all the ways in which one could be wrong. When there are many ways to be wrong, it can be difficult to consider them all. Overprecision is the result of being wrong and not knowing it. This explanation can account for why question formats have such a dramatic influence on the degree of overprecision people report. It also explains the ubiquity of overprecision not only among people but also among artificially intelligent agents. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Appraisal of ChatGPT's Aptitude for Medical Education: Comparative Analysis With Third-Year Medical Students in a Pulmonology Examination.

The rapid evolution of ChatGPT has generated substantial interest and led to extensive discussions in both public and academic domains, particularly in the context of medical education. This study aimed to evaluate ChatGPT's performance in a pulmonology examination through a comparative analysis with that of third-year medical students. In this cross-sectional study, we conducted a comparative analysis with 2 distinct groups. The first group comprised 244 third-year medical students who had previously taken our institution's 2020 pulmonology examination, which was conducted in French. The second group involved ChatGPT-3.5 in 2 separate sets of conversations: without contextualization (V1) and with contextualization (V2). In both V1 and V2, ChatGPT received the same set of questions administered to the students. V1 demonstrated exceptional proficiency in radiology, microbiology, and thoracic surgery, surpassing the majority of medical students in these domains. However, it faced challenges in pathology, pharmacology, and clinical pneumology. In contrast, V2 consistently delivered more accurate responses across various question categories, regardless of the specialization. ChatGPT exhibited suboptimal performance in multiple choice questions compared to medical students. V2 excelled in responding to structured open-ended questions. Both ChatGPT conversations, particularly V2, outperformed students in addressing questions of low and intermediate difficulty. Interestingly, students showcased enhanced proficiency when confronted with highly challenging questions. V1 fell short of passing the examination. Conversely, V2 successfully achieved examination success, outperforming 139 (62.1%) medical students. While ChatGPT has access to a comprehensive web-based data set, its performance closely mirrors that of an average medical student. Outcomes are influenced by question format, item complexity, and contextual nuances. The model faces challenges in medical contexts requiring information synthesis, advanced analytical aptitude, and clinical judgment, as well as in non-English language assessments and when confronted with data outside mainstream internet sources.

Can an In-Person Hands-On Applicator-Based Teaching Session Improve Trainee Knowledge and Comfort with Complex Gynecologic Brachytherapy?

With the emergence of imaged-based planning and hybrid applicators the complexity of gynecologic brachytherapy has dramatically increased. Despite the advantages associated with brachytherapy, notable national declines in utilization of brachytherapy have been documented. Clearly improved education in the sphere of gynecologic brachytherapy is needed. We hypothesize that a hands-on applicator-based training session would improve trainee comfort with gynecologic brachytherapy. An in-person applicator-based hands-on training session was held with trainees from both radiation and gynecologic oncology programs. During which trainees had an opportunity to practice assembling and handling the applicators with instruction on the clinical scenarios where the various applicators that are used in cervical, endometrial, and vaginal cancer brachytherapy. All participants were administered an objective test of 10 pictorial-based case vignettes to quantify the trainees' ability to select the correct applicator based on their interpretation of T2 weighted MR images; administered both prior to and following the session to quantity objective changes in learning. A subjective survey was administered pre- and post-session to quantify trainees' subjective comfort and experience with gynecologic brachytherapy using Likert-type question formatting. A total of 14 trainees ranging from PGY2-7 (n = 8 radiation oncology, n = 6 gynecologic oncology) participated with 100% response rates pre-session and 57% post-session. Most common case volumes experience was: intracavitary 0-10 in 57%, hybrid 0-10 71%, and interstitial 0-10 71%. The most common answer pre-session to comfort level was not comfortable still learning: 43% intracavitary, 50% hybrid, and 57% interstitial. Most common answer pre-session to largest gap in knowledge was all facets of brachytherapy. Correct test answers rate was 39% on pre-test versus 60% post-test. The most common answer post-session to comfort level was: 63% very comfortable intracavitary, 50% very comfortable hybrid, 50% somewhat comfortable interstitial. All respondents felt their comfort level with brachytherapy improved post-session: 75% some improvement and 25% marked improvement. Most common answer post-session to largest gap in knowledge was applicator/patient selection, with applicator/patient selection the largest area of identified improvement. Repeating the session in future was ranked by 100% to be helpful in future to their training. Hands on training with applicators improves both subjective and objective comfort with gynecologic brachytherapy. With 100% of participants requesting to continue this as a component of resident training, we suggest that national opportunities might exists to expand such educational process to improve utilization of complex gynecologic brachytherapy in practice.

Virtual escape rooms: Method of preparation for the Next Generation NCLEX

The Next Generation NCLEX (NGN) release requires faculty to develop strategies that prepare students for the innovative licensure examination. The evaluation of clinical judgment is a hallmark component of the NGN format. This article describes a virtual escape room activity to prepare students for the novel NGN questions. The flipped classroom approach with the integration of a case study presented as a virtual escape room was utilized in the design and delivery of this curriculum innovation. Students’ exposure to the NGN question format was completed by integrating free software combinations through Google to create an interactive virtual escape room environment. The virtual escape room as a method of student preparation for the NGN question format is a promising educational innovation that can be integrated into nursing programs.

Dental practice workforce challenges in rural England: survey into recruitment and retention in Devon and Cornwall.

Introduction Devon and Cornwall have been identified as 'dental deserts' with limited NHS dental access and high levels of oral health inequality. Challenges around recruitment and retention of the dental workforce have been acknowledged as an important contributory factor.Aims The aim of this research was to explore the experiences of dental practices within Devon and Cornwall in relation to recruitment and retention of the dental workforce.Method A self-administered, online questionnaire was used to explore various aspects of workforce recruitment and retention. The questionnaire included categorical rating scale and free-text question formats providing quantitative and qualitative data.Results In total, 106 dental practices responded to the survey, providing a response rate of 36%. The vast majority of respondents (94%) considered recruitment and retention to be a major barrier to delivering NHS services. Additionally, 77% of practices had a current staff vacancy, 57% had a dentist vacancy and 48% had a vacancy for dental nurses. Thematic analysis led to identification of four main themes which were considered to influence recruitment and retention: NHS system; economic challenges; logistics; and support networks.Conclusion A large number of dental practices in Devon and Cornwall are failing to operate at capacity due to workforce shortages, which is affecting access to services in both NHS and private practices. Recruitment and retention of dentists and dental nurses appears to be the most challenging factor, with NHS practices affected more than the private sector.

Addressing uncertainty when projecting marine species' distributions under climate change

Species distribution models (SDMs) have been widely used to project terrestrial species' responses to climate change and are increasingly being used for similar objectives in the marine realm. These projections are critically needed to develop strategies for resource management and the conservation of marine ecosystems. SDMs are a powerful and necessary tool; however, they are subject to many sources of uncertainty, both quantifiable and unquantifiable. To ensure that SDM projections are informative for management and conservation decisions, sources of uncertainty must be considered and properly addressed. Here we provide ten overarching guidelines that will aid researchers to identify, minimize, and account for uncertainty through the entire model development process, from the formation of a study question to the presentation of results. These guidelines focus on correlative models and were developed at an international workshop attended by over 50 researchers and practitioners. Although our guidelines are broadly applicable across biological realms, we provide particular focus to the challenges and uncertainties associated with projecting the impacts of climate change on marine species and ecosystems.

A Team-based Learning Approach During Pediatric Clerkship to Promote Clinical Reasoning.

Clinical reasoning skills are essential to medical practice. The problem lies in assuming junior medical students with limited experience develop clinical reasoning and decision-making skills passively and solely through clinical exposure. To prepare learners for independent practice and care for future patients, explicit teaching and assessment of clinical reasoning in low-stakes, collaborative learning environments are needed. The key-feature question (KFQs) format is an assessment approach that focuses on the reasoning and decision-making aspects of medical problems rather than knowledge recall. This report describes the development, implementation, and evaluation of a team-based learning (TBL) approach using KFQs to foster clinical reasoning in the third-year pediatric clerkship at our institution. Over the first 2 years of implementation (2017-18, 2018-19), 278 students participated in TBL sessions. Mean individual student scores significantly improved in the group setting for both academic years (P<.001). Individual scores were moderately positively correlated with their total summative Objective Structured Clinical Examination score (r[275]=0.51; P<.001). The correlation between individual score and their multiple-choice question examination was weaker at 0.29 (P<.001) but remained positive. A TBL session using KFQs to both teach and assess clinical reasoning in clerkship students may help educators identify students with gaps in knowledge and/or reasoning. The next steps include developing and implementing individualized coaching opportunities, and expanding this approach within the undergraduate medical curriculum. Outcome measures to assess clinical reasoning in authentic patient encounters require further research and development.

What Types of Feedback do Undergraduate Chemistry Students Give Each Other? A Case Study from Singapore

This study was part of a larger project to improve learning of undergraduate chemistry in Singapore through the use of self-authored three-tier multiple-choice questions (3TMCQs) and the giving/receiving of peer feedback. Specifically, we examined the quality of written feedback based on the classification by Hattie and Timperley (2007) that year 2 to 4 learners (N=31) gave each other on responses in their 3TMCQs (N=466 administered). It was found that the most common type of voluntary feedback given by test-makers was task (&amp; self), followed by process (&amp; self), self alone, and lastly regulation (&amp; self) levels over seven chemistry courses. In addition, question type (based on revised Bloom’s Taxonomy) had a marginal effect on the quality of feedback received; instead, items answered incorrectly garnered higher quality feedback and were four times more important than the cognitive level of questions. Feedback quality given by more experienced students was also no better than those given by less experienced ones. While there is growing evidence supporting the self-authoring of questions and giving/receiving peer feedback to enhance learning at undergraduate levels, further research is warranted into the types of peer feedback that learners may receive when attempting different question formats.

Decisional conflict, caregiver mastery, and depression among Chinese parental caregivers of children with leukemia

BackgroundInformal caregivers of children with leukemia can be emotionally and psychiatrically vulnerable when facing difficult treatment decisions (e.g., chemotherapy, targeted therapy, radiation, transplantation). A common behavioral manifestation of decisional conflict is the verbalized expression of uncertainty about which medical treatment plan to take. The study aims to examine the associations between decisional conflict, mastery, and depressive symptoms among parental caregivers of children with leukemia in China. It explored the mediating role of mastery in the relationship.MethodsA cross-sectional survey design was adopted. A total of 386 parental caregivers were recruited, and 325 valid questionnaires remained. The mean age of caregivers was 37.7 years, and 61.5% caregivers were female. We used Question Format Decisional Conflict Scale to assess decisional conflict, Pearlin’s Mastery Scale to assess mastery, and Center for Epidemiological Studies Depression 10 to assess depressive symptoms. We used mediation analyses to test the mediating effect of mastery.ResultsThe total score of decisional conflict scale, along with its dimensions of uncertainty, support, and effective decision were found negatively associated with depressive symptoms. In contrast, the dimension of information and value were not significantly associated with depressive symptoms. Mediation analyses demonstrated the direct effects of overall decisional conflict and uncertainly were fully mediated by mastery, while the direct effect of support and effective decision were partially mediated.ConclusionsEfforts should be made to alleviate parental caregivers’ decisional conflict and enhance sense of mastery. Particular attention should be paid to the psycho-social support to relieve uncertainties and ineffectiveness in decision making.

The Text of Minangkabau Collective Riddles: Format, Figurative Language, and Social Function for the Collective Owners

This research article aims to describe the format, figurative language, and social function of the traditional oral texts of Minangkabau collective riddles in West Sumatra, Indonesia. This research is based on the theory of folklore where riddles are categorized as a significant part of oral tradition that grows and develops orally and traditionally within the Minangkabau collective. The description of the research findings will explain the following points. First, how the format of riddles, consisting of descriptions or questions (descriptive) and answers (referent), is used by the Minangkabau collective. Secondly, it explains how the Minangkabau collective oral style uses figurative language to compose the format of descriptions or questions (descriptive) riddles that they ask to be answered by their listeners. Thirdly, it describes the Minangkabau collective attitude of the owners of the oral tradition, and it explains the importance of the riddles in their social life. This finding is in line with the theory about the social function of oral tradition for the collective owner.

Assessing the Evolution of Thinking Qualities in the Essay Prompts of College English Test Band 4: Trends and Future Implications

This paper provides an analysis of the essay prompts in the College English Test Band 4 from 2011 to June 2023, based on Bloom-Krathwohl’s taxonomy of educational objectives. The study explores the changes in the assessment of thinking qualities and predicts future trends in question formulation for the examination. The findings indicate a shift towards greater emphasis on critical and creative thinking abilities, aligning with national education goals. The examination has evolved to incorporate diverse prompts and question formats, moving away from traditional essay prompts towards more specialized reports and prompts that require in-depth analysis and reflection. It is anticipated that future iterations of the examination will continue to prioritize critical and creative thinking skills and may involve new question formats. Overall, the evolving nature of writing in the College English Test Band 4 reflects the recognition of the significance of nurturing students’ critical and creative thinking abilities, which ultimately promotes effective teaching and learning of English language skills.