ArticleFrontiers in oncology2026
Performance of large language models on the radiation and cancer biology practice exam.
Article in Frontiers in oncology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Background/objectives: Large Language Models (LLMs) are increasingly used in medicine for tasks ranging from patient communication to exam preparation. This study aimed to evaluate the feasibility of using a domain-specific, out-of-training-data radiation and cancer biology examination as a benchmarking framework for large language models, and to compare the accuracy and consistency of commonly used LLMs available at the time of data collection. Methods: GPT-3.5, GPT-4, and Llama-2 were queried with 335 multiple-choice questions (MCQs) from the 2023 American Society for Radiation Oncology (ASTRO) Radiation and Cancer Biology Exam Study Guide, excluding image-based items. Each model answered all questions five times over three months to evaluate consistency. Model responses were scored against the official answer key and analyzed using one-way ANOVA with Bonferroni correction to determine statistical differences in accuracy. Results: GPT-4 achieved the highest accuracy, correctly answering 81% of questions, significantly outperforming GPT-3.5 (62%) and Llama-2 (51%) (p < 0.001). All models performed worse on questions requiring calculations, though differences were not statistically significant. In terms of reliability, GPT-4 and Llama-2 provided consistent responses more frequently than GPT-3.5. Despite stable overall scores, all models exhibited variability in individual responses across repeated trials. GPT-4 produced the longest explanations, averaging 183 words per answer. Conclusions: This study demonstrates the feasibility of using a domain-specific, out-of-training-data examination to benchmark large language model knowledge in radiation and cancer biology. While performance differences were observed among models, variability and limitations, particularly in calculation-based questions, highlight the importance of methodological benchmarking and cautious interpretation when considering medical educational applications.
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