Do We Really Know What Makes Educational Software Effective? A Call for Empirical Research on Effectiveness

Empirical information on specific factors that make educational software effective in reaching instructional objectives would be of considerable value. The authors describe the current state of evaluation research with educational software and discuss how popular software review methods fall short of meeting our need to know how well specific programs work

Implementing Educational Software and Evaluating Its Academic Effectiveness: Part I

Two major obstacles are responsible for the delay in getting good educational software into schools. First, software implementation is a complex process that many schools are simply not prepared to undertake. Second, there is very little empirical research available on the specific factors that make educational software effective, leaving it extremely difficult to separate good from poor quality software. We will describe a basic plan for implementing educational software into classrooms, incorporating a research design that permits educational researchers to measure the effectiveness of the software. Part I of this series of two articles presents a basic plan for implementing educational software into classrooms

Mutations in BCOR, a Co-Repressor of CRX/OTX2, Are Associated With Early-Onset Retinal Degeneration

Many transcription factors regulating the production, survival, and function of photoreceptor cells have been identified, but little is known about transcriptional co-regulators in retinal health and disease. Here, we show that BCL6 co-repressor (BCOR), a Polycomb repressive complex 1 factor mutated in various cancers, is involved in photoreceptor degenerative diseases. Using proteomics and transcription assays, we report that BCOR interacts with the transcription factors CRX and OTX2 and reduces their ability to activate the promoters of photoreceptor-specific genes. CUT&RUN sequencing further shows that BCOR shares genome-wide binding profiles with CRX/OTX2, consistent with a general co-repression activity. We also identify missense mutations in huma

Design and rationale of the medical students learning weight management counseling skills (MSWeight) group randomized controlled trial

Physicians have an important role addressing the obesity epidemic. Lack of adequate teaching to provide weight management counseling (WMC) is cited as a reason for limited treatment. National guidelines have not been translated into an evidence-supported, competency-based curriculum in medical schools. Weight Management Counseling in Medical Schools: A Randomized Controlled Trial (MSWeight) is designed to determine if a multi-modal theoretically-guided WMC educational intervention improves observed counseling skills and secondarily improve perceived skills and self-efficacy among medical students compared to traditional education (TE). Eight U.S. medical schools were pair-matched and randomized in a group randomized controlled trial to evaluate whether a multi-modal education (MME) intervention compared to traditional education (TE) improves observed WMC skills. The MME intervention includes innovative components in years 1-3: a structured web-course; a role play exercise, WebPatientEncounter, and an enhanced outpatient internal medicine or family medicine clerkship. This evidence-supported curriculum uses the 5As framework to guide treatment and incorporates patient-centered counseling to engage the patient. The primary outcome is a comparison of scores on an Objective Structured Clinical Examination (OSCE) WMC case among third year medical students. The secondary outcome compares changes in scores of medical students from their first to third year on an assessment of perceived WMC skills and self-efficacy. MSWeight is the first RCT in medical schools to evaluate whether interventions integrated into the curriculum improve medical students\u27 WMC skills. If this educational approach for teaching WMC is effective, feasible and acceptable it can affect how medical schools integrate WMC teaching into their curriculum