Roles of HOTAIR Long Non-coding RNA in Gliomas and Other CNS Disorders.

HOX transcript antisense intergenic RNA (HOTAIR) is a long non-coding RNA (lncRNA) which is increasingly being perceived as a tremendous molecular mediator of brain pathophysiology at multiple levels. Epigenetic regulation of target gene expression carried out by HOTAIR is thorough modulation of chromatin modifiers; histone methyltransferase polycomb repressive complex 2 (PRC2) and histone demethylase lysine-specific demethylase 1 (LSD1). Incidentally, HOTAIR was the first lncRNA shown to elicit sponging of specific microRNA (miRNA or miR) species in a trans-acting manner.

QuizTime: Innovative Learning Platform to Support Just-In-Time Asynchronous Quizzes to Improve Health Outcomes.

QuizTime is an innovative, asynchronous, spaced learning platform that provides just-in-time learning to increase knowledge and retention. QuizTime was created in 2015, and since then, its effectiveness has been tested and studied across multiple healthcare learning interventions. This paper describes the importance of spaced learning in knowledge acquisition and retention, and the motivation behind the creation of the innovative QuizTime platform.

Implementation of an unconscious bias course for the National Research Mentoring Network.

Purpose: Increased awareness and mitigation of one's unconscious bias is a critical strategy in diversifying the Science, Technology, Engineering, Mathematics, and Medicine (STEMM) disciplines and workforce. Greater management of unconscious bias can enhance diverse recruitment, persistence, retention, and engagement of trainees. The purpose of this study was to describe the implementation of an asynchronous course on unconscious bias for people in STEMM.

NRMNet: Building a National Resource for Mentorship, Networking and Professional Development to Enhance Diversity.

Background: To address the need for diversifying the biomedical research workforce, the National Institutes of Health (NIH) established the Diversity Program Consortium (DPC) with the goal of developing, implementing, assessing, and disseminating interventions and programs to enhance the participation and persistence of individuals from underrepresented backgrounds in biomedical research careers.

Intervention: As part of the DPC initiative, the NIH funded the National Research Mentoring Network (NRMN), which aimed to increase diversity of the biomedical research workforce through culturally responsive mentorship, networking, and professional development. In 2015, the NRMNet portal was developed to provide a broad-based network of mentors who are accessible to diverse mentees across the country.

MyNRMN: A national mentoring and networking platform to enhance connectivity and diversity in the biomedical sciences.

Aims: Increasing the diversity of the biomedical sciences workforce is a national priority. Having a mentor, and more crucially, a , improves the likelihood that an individual will pursue an advanced degree and career in the biomedical sciences. The chief mission of the National Research Mentoring Network (NRMN) is to reduce racial and ethnic disparities in the biosciences workforce through the mentoring of historically underrepresented individuals.

Formation of a New Entity to Support Effective Use of Technology in Medical Education: The Student Technology Committee.

Background: As technology in medical education expands from teaching tool to crucial component of curricular programming, new demands arise to innovate and optimize educational technology. While the expectations of today's digital native students are significant, their experience and unique insights breed new opportunities to involve them as stakeholders in tackling educational technology challenges.

Objective: The objective of this paper is to present our experience with a novel medical student-led and faculty-supported technology committee that was developed at Vanderbilt University School of Medicine to harness students' valuable input in a comprehensive fashion.

Online Faculty Development for Implementation and Use of Student Portfolios.

Introduction: Over the past decade, portfolios have gained popularity in medical education as tools to evaluate and provide feedback about learning and completion of professionally authentic tasks. Though faculty development has been noted to be key for successful portfolios, there are few available resources. As part of an interinstitutional collaborative project, we have developed online faculty development modules that provide pedagogical information about portfolios, practical advice, and resources from the available literature.

Changing Medical School IT to Support Medical Education Transformation.

Problem: Many medical schools are modifying curricula to reflect the rapidly evolving health care environment, but schools struggle to provide the educational informatics technology (IT) support to make the necessary changes. Often a medical school's IT support for the education mission derives from isolated work units employing separate technologies that are not interoperable.

Intervention: We launched a redesigned, tightly integrated, and novel IT infrastructure to support a completely revamped curriculum at the Vanderbilt School of Medicine.

Status of portfolios in undergraduate medical education in the LCME accredited US medical school.

Aim: We sought to investigate the number of US medical schools utilizing portfolios, the format of portfolios, information technology (IT) innovations, purpose of portfolios and their ability to engage faculty and students.

Methods: A 21-question survey regarding portfolios was sent to the 141 LCME-accredited, US medical schools. The response rate was 50% (71/141); 47% of respondents (33/71) reported that their medical school used portfolios in some form.