Assessment Questions Research Articles

EduQuestioning mobile learning application: a catalyst for developing HOTS-based assessment questions referring to Revised Bloom’s Taxonomy

Mobile learning application for assisting teachers or preservice teachers to develop questions based on higher-order thinking skills had not been widely invented. Thus, this study aimed to develop EduQuestioning mobile learning application that could help teachers or teacher candidates create assessment questions based on higher-order thinking skills (HOTS). The present study used research and development design by involving developmental stages of analysis, design, development, implementation, and evaluation (ADDIE). This study involved qualitative and quantitative data. There were eight lecturers and sixty-one preservice teachers majoring in mathematics, natural science, social science, and Indonesian language education involved as the participants. They were chosen using inclusion criteria such as being involved in assessment course. Data were collected using forum group discussion, student-needs analysis questionnaire, Aiken and Expanded Gregorian Index content validity sheet, face validity sheet, and structured response questionnaire. The obtained qualitative data were analyzed using Miles and Huberman’s theory and the quantitative data were analyzed using descriptive statistics and Swanson’s quartile categorization. Results showed that EduQuestioning mobile learning application could be developed through ADDIE stages with a very high content and face validity. In addition, the participants gave positive response on the use of EduQuestioning with M% > 75% and Q = 4. This study suggested that EduQuestioning mobile learning application could be accessed freely and used to train developing HOTS-based learning assessment questions.

Gaps in Education: A Cross-Sectional Survey Study of Knowledge of Advanced Lifesaving Interventions among Canadian Lifeguards.

Objective: The aim of this study was to assess lifeguards' knowledge retention of airway management, oxygen administration, and ventilation interventions following certification and employer-provided training. Methods: This cross-sectional study was conducted using an online survey administered between February and May 2024. A total of 1322 responses from Canadian lifeguards certified in airway management and oxygen administration were deemed eligible for analysis. The survey included 15 knowledge assessment questions, with data analyzed based on lifeguard experience and the date of last certification or in-service training. Results: The mean knowledge assessment score was 10.4 ± 2.2 (69.3 ± 14.6%), with the highest scores in the airway management category and the lowest in the oxygen administration category. Lifeguard experience significantly increased knowledge retention, whereas recertification showed no significant impact, and employer-provided training significantly decreased knowledge retention. Conclusions: The findings underscore the importance of lifeguarding experience in knowledge retention among lifeguards. Optional airway management and oxygen administration recertification, coupled with inconsistent in-service training, have created significant gaps in lifeguard education. This study identifies the need for regular, competency-based training delivered by qualified facilitators. Addressing these gaps is crucial for enhancing the effectiveness of lifeguards in emergency response and ensuring high-quality care for drowning victims.

The Concept of Statistical Evidence, Historical Roots and Current Developments

One can argue that one of the main roles of the subject of statistics is to characterize what the evidence in the collected data says about questions of scientific interest. There are two broad questions that we will refer to as the estimation question and the hypothesis assessment question. For estimation, the evidence in the data should determine a particular value of an object of interest together with a measure of the accuracy of the estimate, while for the hypothesis assessment, the evidence in the data should provide evidence in favor of or against some hypothesized value of the object of interest together with a measure of the strength of the evidence. This will be referred to as the evidential approach to statistical reasoning, which can be contrasted with the behavioristic or decision-theoretic approach where the notion of loss is introduced, and the goal is to minimize expected losses. While the two approaches often lead to similar outcomes, this is not always the case, and it is commonly argued that the evidential approach is more suited to scientific applications. This paper traces the history of the evidential approach and summarizes current developments.

Inverse set estimation and inversion of simultaneous confidence intervals.

Motivated by the questions of risk assessment in climatology (temperature change in North America) and medicine (impact of statin usage and coronavirus disease 2019 on hospitalized patients), we address the problem of estimating the set in the domain of a function whose image equals a predefined subset of the real line. Existing methods require strict assumptions. We generalize the estimation of such sets to dense and nondense domains with protection against inflated Type I error in exploratory data analysis. This is achieved by proving that confidence sets of multiple upper, lower, or interval sets can be simultaneously constructed with the desired confidence nonasymptotically through inverting simultaneous confidence intervals. Nonparametric bootstrap algorithm and code are provided.

Analysis Of Students' Cognitive Process Through Minimum Competency Assessment Mathematics Question in Grade 8^th in Junior High School

<p>This study aims to analyze students' cognitive processes through minimum competency assessment questions. This study uses a qualitative research approach with a descriptive method to describe the mental process of students using minimum competency assessment questions that are carried out at the beginning of learning. The results showed that 13 out of 22 students could use previous knowledge and explain how they used it to understand the text, 21 could identify important and relevant ideas, and as many as 9 students were able to make realistic inferences and cite supporting evidence. Most students cannot yet think mathematically and can solve the given problems. This study also found that as many as 19 students were able to define all vocabulary and be able to explain it. Eighteen participants could not understand the multimodal text, and showed that 11 students were quite able to show how to understand the text even though it was incomplete. Teachers can use this data for initial data as a reference for implementing learning strategies for future teaching.</p>

ANALISIS KEMAMPUAN KOMUNIKASI SISWA SMP DALAM MENYELESAIKAN SOAL AKM NUMERASI BERDASARKAN GAYA BELAJAR

This study aims to analyze students' communication skills in solving the minimum numeracy competency assessment questions based on learning styles and to determine whether there is a relationship between students' communication abilities based on learning styles. This study uses a quantitative approach to the type of correlation research. The subjects of this study were students of class VIII SMP Negeri 1 Lhokseumawe T.A. 2021/2022. The data analysis technique is descriptive analysis. The results showed that the communication skills of students with a visual learning style reached 83.33%. These results are in the very good category, where students are able to use various kinds of numbers or symbols related to basic mathematics in solving life problems. Students with an auditory learning style achieve 73.61% are in a good predicate, where students are able to analyze information displayed in various forms (pictures and so on). Furthermore, the achievement of students with kinesthetic learning styles, namely 74.30%, is in the good category. Students are already able to interpret the results of analysis to predict and make decisions, using their own words. There is no significant relationship between visual learning styles and students' mathematical communication skills in solving Numerical questions. Then for the auditory learning style with communication skills there is no significant relationship between auditory learning style and students' mathematical communication skills in solving Numerical questions. Meanwhile, for kinesthetic learning styles and communication skills, there is no significant relationship between kinesthetic learning styles and students' mathematical communication skills in solving Numerical Assesment.

Performance of ChatGPT-3.5 and ChatGPT-4 on the European Board of Urology (EBU) exams: a comparative analysis.

In the transformative era of artificial intelligence, its integration into various spheres, especially healthcare, has been promising. The objective of this study was to analyze the performance of ChatGPT, as open-source Large Language Model (LLM), in its different versions on the recent European Board of Urology (EBU) in-service assessment questions. We asked multiple choice questions of the official EBU test books to ChatGPT-3.5 and ChatGPT-4 for the following exams: exam 1 (2017-2018), exam 2 (2019-2020) and exam 3 (2021-2022). Exams were passed with ≥60% correct answers. ChatGPT-4 provided significantly more correct answers in all exams compared to the prior version 3.5 (exam 1: ChatGPT-3.5 64.3% vs. ChatGPT-4 81.6%; exam 2: 64.5% vs. 80.5%; exam 3: 56% vs. 77%, p < 0.001, respectively). Test exam 3 was the only exam ChatGPT-3.5 did not pass. Within the different subtopics, there were no significant differences of provided correct answers by ChatGPT-3.5. Concerning ChatGPT-4, the percentage in test exam 3 was significantly decreased in the subtopics Incontinence (exam 1: 81.6% vs. exam 3: 53.6%; p = 0.026) and Transplantation (exam 1: 77.8% vs. exam 3: 0%; p = 0.020). Our findings indicate that ChatGPT, especially ChatGPT-4, has the general ability to answer complex medical questions and might pass FEBU exams. Nevertheless, there is still the indispensable need for human validation of LLM answers, especially concerning health care issues.

An Analysis of the 2018 Life Study Curriculum Learning Outcomes and Textbook Assessment Questions in Türkiye

This study evaluates the learning outcomes and assessment questions in the 2018 Life Study Course Curriculum (LSCC) through the lens of the Structure of the Observed Learning Outcomes (SOLO) taxonomy. Employing a qualitative document analysis methodology, the research examined the curriculum's learning outcomes and corresponding questions in 1st, 2nd, and 3rd-grade life study textbooks. These materials were sourced from the Education Information Network platform managed by the Ministry of National Education. In total, 138 learning outcomes and 270 assessment questions targeting cognitive skills were analyzed. Our analysis revealed a predominant focus on unistructural-level learning outcomes within the curriculum, while also identifying numerous learning outcomes at the multistructural and relational structure levels. Additionally, learning outcomes at the abstracted structure level were notably present in the 3rd-grade curriculum. Conversely, the textbooks contained a minimal number of multistructural and relational assessment questions and entirely lacked questions at the abstracted structure level. When considered in conjunction, these findings highlight a low level of consistency between the curriculum's learning outcomes and the assessment questions in terms of their alignment with the SOLO taxonomy. The study concludes with recommendations for enhancing the cognitive alignment between textbook questions and curriculum learning outcomes.

Pelatihan dan Pendampingan Guru SMP Muhammadiyah 3 Kepanjen dalam Mengembangkan Media Pembelajaran Berbasis Literasi Numerasi

This community service program aims to train and assist teachers in creating numeracy literacy-based learning media. The characteristics of this media are that it contains content, context, and types of Minimum Competency Assessment (AKM) questions. This is motivated by the implementation of the Merdeka Curriculum which is based on numeracy literacy which is not yet optimal. The implementation method is training and mentoring by a lecturer service team and a community service team by students (PMM Mitra Lecturer) targeting teachers at Muhammadiyah 3 Kepanjen Middle School. The success of this service program is the creation of learning media that includes the concept of numeracy literacy. The results of the training and mentoring that have been carried out are the formation of learning media within the context of literacy activities and connections between subjects. It should be noted that previously teachers had never created learning media so learning at school used the 2013 Curriculum student books. All of this learning media was developed using PowerPoint. The next recommendation for the community service program is teacher assistance in creating AKM-type questions.

Analysis Of Different Power Levels, Difficulty, And Effectiveness of Distracting Final Semester Assessment Questions (PAS) For Arabic Language Class VIII MTs Irsyadul Athfal

Analysis Of Different Power Levels, Difficulty, And Effectiveness of Distracting Final Semester Assessment Questions (PAS) For Arabic Language Class VIII MTs Irsyadul Athfal

Representación del riesgo suicida y su exploración en una simulación realizada por estudiantes de Medicina

IntroductionExploring suicide risk is a fundamental skill for medical professionals. However, university medical education typically does not include enough formal training in this area. Simulation has been used as a method for learning this skill, although most studies using this pedagogic tool focus on analysing changes in self-perceived capabilities and attitudes after receiving specific training on suicide. MethodsA formative assessment task was carried out, consisting of recording a video in which groups of final-year medical students conducted a general psychiatric assessment with a simulated patient. The patient's diagnosis, suicide risk assessment, and exploratory questions were chosen by the students. Videos recorded over one term were studied. The chosen suicide risk assessment and exploratory questions regarding suicide risk were analysed independently and in relation to the chosen diagnosis. ResultsOut of 34 videos recorded, in 70% of those where suicide risk was explored, there was no suicidal ideation, and none had active suicidal ideation. Suicide risk was explored in 88% of the videos, but only 23.5% directly asked about the presence of suicidal ideation. ConclusionsThe task helped students integrate the importance of exploring suicide risk. The proportion of suicidal risk represented, and the exploratory questions, highlight the need to implement additional training interventions that focus on knowledge and stigma towards suicide.

Penerapan Evaluasi Sumatif dalam Pembelajaran BTQ Kelas III SD Plus Bakti Nusantara 666 Cileunyi

Summative evaluation alludes to an outline of understudy execution and is expected to be accounted for toward the finish of a program of study. Even though summative assessments do not directly affect learning, they frequently influence decisions that can affect learning for students. Qualitative field research is used in this study. This technique is utilized to make sense of intricate peculiarities by gathering nitty gritty information. Phenomenological research seeks to comprehend the experiences of research subjects as well as phenomena such as behavior, perception, motivation, and so on within the context of particular languages and natural environments. According to the results of the interviews, summative assessment takes place at ASTS and ASAS when all of the learning material has been covered. The summative assessment questions at SD Plus Bakti Nusantara 666 Cile unyi are multiple-choice, true/false, matching, and essay. As to, on the grounds that SD In addition to Bakti Nusantara 666 Cileunyi is a tuition based school, the deterrents confronted rely upon the typical degree of understudy accomplishment. Assuming that understudies can't accomplish the KKM, they will be given remuneration by handling the financing questions gave in the expectation of having the option to accomplish an evaluation as per the predetermined KKM. Summative assessment focuses on reporting at the end of a study program and is connected to the conclusion of student achievement. Although they frequently influence decisions that may affect students' learning, summative assessments do not directly affect learning.

ANALYSIS OF NUMERACY SKILLS IN GRADE VI ELEMENTARY SCHOOL STUDENTS IN SOLVING MINIMUM COMPETENCY ASSESSMENT QUESTIONS

This piece of writing is inspired by the inadequate numeracy skills of students, leading to their confusion when it comes to creating visual representations and comprehending the analysis related to the problems they are tasked with. The minimum competency assessment serves as a tool to evaluate students' numeracy skills and, in turn, enhances the overall quality of elementary education. The primary objective of this study was to elucidate the numeracy skills of students and to delve into their responses when addressing questions in the minimum competency assessment. For this research, a descriptive qualitative method with a case study approach was employed. The research subjects comprised sixth-grade students at Pondok Cabe Ilir 01 State Elementary School during the odd semester of the 2023/2024 academic year. Data collection methods encompassed observation, numeracy minimum competency assessment tests, interviews, documentation, and data triangulation. Data analysis involved data reduction, data presentation, and drawing conclusions.The findings of this research revealed that students' numeracy skills fell into three categories: high, medium, and low, based on their performance across three specific indicators. The implications of this study are significant for schools, educators, and students, as they provide valuable insights into the preparation and enhancement of numeracy skills when addressing questions in the minimum competency assessment.

Is it all hype? ChatGPT’s performance and disruptive potential in the accounting and auditing industries

ChatGPT frequently appears in the media, with many predicting significant disruptions, especially in the fields of accounting and auditing. Yet research has demonstrated relatively poor performance of ChatGPT on student assessment questions. We extend this research to examine whether more recent ChatGPT models and capabilities can pass major accounting certification exams including the Certified Public Accountant (CPA), Certified Management Accountant (CMA), Certified Internal Auditor (CIA), and Enrolled Agent (EA) certification exams. We find that the ChatGPT 3.5 model cannot pass any exam (average score across all assessments of 53.1%). However, with additional enhancements, ChatGPT can pass all sections of each tested exam: moving to the ChatGPT 4 model improved scores by an average of 16.5%, providing 10-shot training improved scores an additional 6.6%, and allowing the model to use reasoning and acting (e.g., allow ChatGPT to use a calculator and other resources) improved scores an additional 8.9%. After all these improvements, ChatGPT passed all exams with an average score of 85.1%. This high performance indicates that ChatGPT has sufficient capabilities to disrupt the accounting and auditing industries, which we discuss in detail. This research provides practical insights for accounting professionals, investors, and stakeholders on how to adapt and mitigate the potential harms of this technology in accounting and auditing firms.

THE IMPACT OF DIFFERENTIATED PEDAGOGY ON THE IMPROVEMENT OF HIGHER-ORDER THINKING SKILLS AMONG YEAR 5 STUDENTS IN THE SCIENCE SUBJECT AT SK. ST. AUGUSTINE (M), MERADONG

Higher-order thinking skills (HOTS) are a vital aspect in the transformation of the education system in Malaysia. However, thinking skills are less effectively implemented in the Malaysian education system, leading to a lack of Higher- Order Thinking (HOT) skills among Malaysian pupils. One of the factors contributing to this problem is the teaching approach used by teachers during teaching and learning sessions in the classroom. The presence of students with a variety of learning styles, interests, and levels of ability in a classroom has been a challenge for teachers to undertake teaching and learning activities and subsequently the established teaching and learning objectives. According to the 2022 International Student Assessment Programme Report (PISA), Malaysia is ranked 53rd out of 81 participating countries, which is the lowest ranking when compared to other countries. This is the result of the student's inability to answer assessment questions that require high-level thinking skills. The same situation also occurred where Malaysia’s performance in the Trend in International Mathematical and Scientific Studies (TIMSS) programme in 2019 showed that Malaysia was ranked 26th out of 39 participating countries. (TIMSS 2019). Differentiated Pedagogy (DP) is proposed as a solution, as it meets the learning needs and backgrounds of students who are different from the abilities aspect. The purpose of this study was to examine the impact of different pedagogy methods on the improvement of higher-order thinking skills within 5th-year primary school pupils in science subjects. The study was conducted using an experimental method by implementing differentiated pedagogical learning on a sample of 40 pupils selected purposefully from a school in the Meradong district. The sample of this study was divided by class, which was Year 5 of St. Thomas (n = 20) was used as a control group taught using conventional teaching methods, and Year 5 of St. Matthew (n = 20) was assigned to an experimental group taught using Differentiated Pedagogy method. The sample was given a high-level thinking skills test to determine the performance of pupils before and thereafter the implementation of differentiated pedagogy in learning the unit of 'Matter'. The results of this study indicated an improvement in higher-order thinking skills (HOTs) application in the treatment group that was taught utilizing differentiated pedagogy compared to that of the control group. This study suggests the use of this differentiated pedagogy in other schools as well as in other subjects.

Establishing TELLme – an online platform for self-directed, formative assessment of knowledge acquisition across an undergraduate medical curriculum

Purpose The purpose of this study is to report on the design, implementation, use and evaluation of TELLme, an online platform with annotated multiple-choice questions (MCQs) for formative assessment of knowledge acquisition covering an entire undergraduate medical curriculum. Materials and methods We used the Educational Design Research (EDR) framework to develop TELLme as an online platform with 24/7 access for students in a co-creation process between educators, faculty and students. EDR cycle 1 focused on prototyping, while EDR cycle 2 focused on upscaling, usage analysis and evaluation. Database entries were analysed for TELLme usage. Online surveys evaluated platform usability and support for student learning. Results At the end of EDR cycle 2, TELLme contained 6,713 fully annotated MCQs aligned with the cognitive learning objectives of the curriculum. Up to 600 students per day used TELLme to self-assess their knowledge, answering 3,168,622 MCQs in two semesters. Surveys indicated good usability of TELLme, 75% of students indicated that TELLme helped them to identify knowledge gaps, and 72% agreed that TELLme supported their learning. Conclusions Medical students use TELLme extensively to formatively assess their learning in a self-directed manner across the entire curriculum. TELLme aligns with the existing summative and formative system of assessment of the study programme.

Effectiveness of spaced repetition for clinical problem solving amongst undergraduate medical students studying paediatrics in Pakistan

BackgroundStudies using spaced repetition for teaching and learning in undergraduate clinical rotations such as paediatrics are limited, even more so in the South Asian region. Therefore, this study aimed to identify the effectiveness of utilizing spaced repetition compared to traditional learning methods among undergraduate medical students during their paediatric rotation at a medical university in Pakistan.MethodsBahria University Medical and Dental College (BUMDC) conducted quasii-experimental research in Karachi. Four topics were identified from the Year 5 Pediatrics curriculum to be used in the study, using which the study content was developed along with 50 multiple choice questions (MCQs) for assessment. All BUMDC Year 5 medical students rotating in Pediatrics were included and randomly allocated to the control or intervention group. In the control group, they provided the students with traditional study methods consisting of books and lectures to learn topics. In the intervention group, we created an Anki flashcard deck of the same topics to enable learning via spaced repetition. The researchers conducted a pretest and post test assessment of the 50 MCQs in both groups at the beginning and after the four-week study interval. The data were analysed using SPSS 19.ResultsA total of 115 BUMDC medical students agreed to participate in the study; 70 (59.1%) were in the intervention group, and 45 (41.7%) were in the control group. The pretest mean score of the control group was 27.96 ± 3.70, and the posttest mean score was 27.22 ± 5.02, with no statistically significant difference at the 95% confidence level. The mean score of the pretest for the intervention group was 27.93 ± 4.53, and that of the posttest was 30.8 ± 4.56, with a statistically significant difference at the 95% confidence level. The intervention showed a significant effect size of 0.8.ConclusionThe use of spaced repetitions resulted in significantly greater scores for medical students studying paediatrics than for those using more traditional methods of learning, compromising medical books and lectures. Considering that medical students need to retain a vast amount of information, using spaced repetition through flashcards can be a more effective learning tool that is more cost-efficient and time-efficient than traditional learning methods.

Effects of gamification in advanced life support training for clinical nurses: A cluster randomized controlled trial

BackgroundCardiopulmonary resuscitation training is a mandatory competency, especially for healthcare professionals. However, the spread of COVID-19 caused a sharp decline in the number of participants on advanced life support training, thereby accelerating the diversification of educational methods. Gamification is an increasingly popular method of diversifying instruction, but its effectiveness remains controversial. AimTo evaluate the effectiveness of gamification learning in advanced life support training. DesignA cluster randomized controlled trial. SettingA single advanced life support training center. ParticipantsClinical nurses who are currently practicing in a hospital. MethodsA part of the existing advanced life support course was gamified using Kahoot! platform. Conventional learning and gamified learning were each conducted 11 times, and the level of knowledge after training was assessed. The assessment questions were categorized into advanced life support algorithms, teamwork, and cardiac arrest rhythms. ResultsA total of 267 were enrolled in the study, and 148 and 139 learners were assigned to CL and GL, respectively. There was no difference in post-training knowledge related to teamwork, and cardiac arrest rhythms between the conventional learning and gamified learning groups, but knowledge related to the advanced life support algorithm was low in the gamified learning group. ConclusionsEven if the learners are the same, advanced life support gamification training can lead to negative outcomes depending on the simplicity or goal of the training content. To improve the effectiveness of the training, various methods of gamification training should be applied depending on the goal and content of the training.

An evaluation of the validity of an aphasia friendly mood and anxiety measure for stroke patients

ABSTRACT Introduction People with post-stroke aphasia are at increased risk of experiencing depression and anxiety. Despite this, there is a lack of appropriate tools which can be used in routine stroke rehabilitation practice to support with the identification of patients experiencing these difficulties. The Stroke Aphasia Anxiety and Mood Screen (SAAMS) was developed by an interdisciplinary team of stroke rehabilitation professionals to improve mood and anxiety screening. The current study sought to evaluate the validity of this measure. Methods Twenty-one people undergoing in-patient stroke rehabilitation who experienced aphasia were administered the SAAMS, alongside the Stroke Aphasic Depression Questionnaire (SADQ-H10) and the Behavioural Outcomes of Anxiety (BOA). The inclusion criteria included patients whose aphasia prevented them from completing traditional self-report measures of mood and anxiety, but who demonstrated a reliable ability to correctly respond to yes/no closed questions in Speech and Language Therapy assessments. Results Both the SAAMS-anxiety (SAAMS-A) and depression (SAAMS-D) subscales achieved adequate internal consistency, and patients’ scores were correlated with observational measures of mood and anxiety. The SAAMS achieved fair classification accuracy for identifying clinical depression and anxiety. Conclusions Patients with aphasia provided reliable responses to questions about anxiety and depression, and this is of clinical importance. While the study identified that the SAAMS has reasonable classification accuracy, further research is required to validate the SAAMS more thoroughly before it can be used routinely in clinical practice.

HR+/HER2- early breast cancer with a high risk of recurrence: The impact of online education on clinician knowledge, competence, and confidence in utilization of clinical practice guidelines to enhance patient care.

e12515 Background: Clinical practice guidelines drive treatment decision making in HR-positive, HER2-negative early breast cancer with a high risk of recurrence. Understanding is necessary to incorporate the guidelines into practice and improve patient care. To address this gap, two global educational activities were developed that consisted of a 1-hour live streaming virtual meeting with a 45-minute online enduring activity and a 30-minute panel discussion. The objective of this study was to assess the educational impact of the online educational activities. Methods: To assess educational impact a repeated-pairs pre-/post-assessment study design using 6 knowledge/competence questions, in which everyone served as their own control. A paired samples t-test assessed mean differences in the average number of correct responses to the matched pre-/post-assessment questions, and a McNemar’s test assessed significance of improvement across core learning topics from pre- to post-assessment. P values &lt;.05 are statistically significant. Confidence was also assessed using a pre/post confidence question. The activities launched in March 2023 and data was collected till January 2024. Results: 385 oncologists from the US and outside of the US who answered all the pre-/post-assessment questions were included in the analysis. Each assessment question was mapped to an activity learning objective. The learning objectives were grouped into three core topics. All core topics showed a significant improvement in education. Conclusions: These online activities resulted in a significant improvement of oncologists’ knowledge and competence related to the utilization of clinical practice guidelines. Confidence in understanding the implications of the latest guidelines also showed a statistically significant improvement. However, there is still a need for education in a significant percentage of oncologists on this topic. [Table: see text]