Li and colleagues report the genomic landscape of over 100 patients with relapsed acute lymphoblastic leukemia. Analysis of diagnosis-relapse-remission trios suggest that whereas early relapse is mediated by retained subclones, late relapse is driven by mutations induced by and conferring resistance to chemotherapy.

Highlights d Longitudinal sequencing provides additional information for phylogeny inference d CALDER leverages longitudinal information to derive phylogeny from mixed samples d CALDER yields more accurate trees on simulated and real cancer data d Longitudinal model extendable to other data types such as single-cell sequencing

Instagram is an increasingly popular social media site tailored towards sharing photos and videos. An audit investigating current Instagram accounts focusing on anatomy education found a variety of successful teaching styles, including clinical images, descriptive videos, multiple-choice questions, and cartoons. Utilising Instagram for educational purposes, benefits such as ease of use, hashtags, and its effectiveness in conveying visual topics should be weighed against limitations such as passive learning and the requirement of committed staff to oversee its use.

Twenty-eight questionnaires were gathered (54.9% response rate), including 20 from Southampton and eight from BSMS. Long-term knowledge retention and better understanding of the material were rated 8.1 and 7.9 out of 10, respectively. Eight responses were from currently practising doctors, who rated how much they now use their teaching skills as doctors as 8.9 out of 10. Of the eight doctors, seven gained points for their foundation programme applications as a direct result of near-peer teaching. The most common motivator for engaging in teaching was to improve subject matter knowledge and the most common benefit was improved communication skills. There are numerous advantages to being a near-peer teacher in medical school DISCUSSION: There are numerous advantages to being a near-peer teacher in medical school, which include knowledge improvement, transferrable professional skills and employability. These initial results support the hypothesised benefits to the teachers and provide a foundation for further longitudinal studies.

Anatomy education research has identified neuroanatomy and pelvic anatomy as particularly challenging to medical students. However, perceptions of the whole undergraduate anatomy curriculum have not been properly determined. One hundred eightyfive second year medical student evaluations showed that neuroanatomy and head and neck and pelvic anatomy were rated significantly harder than the remainder of the curriculum (p < 0.0001). However, students at the National Undergraduate Neuroanatomy Competition did not rate neuroanatomy harder than the other subjects. This study identifies topics which are perceived to be the most difficult to learn and targeting these will make the biggest differences in medical student learning experience.