Clear cell kidney cancer (CRCC) is initiated typically by loss of the tumor suppressor VHL, driving constitutive activation of HIF-1 and HIF-2. However, whereas HIF-1 has a tumor suppressor role, HIF-2 plays a distinct role in driving CRCC. In this study, we show that the HIF-1α E3 ligase HAF complexes with HIF-2α at DNA to promote HIF-2-dependent transcription through a mechanism relying upon HAF SUMOylation. HAF SUMOylation was induced by hypoxia, whereas HAF-mediated HIF-1α degradation was SUMOylation independent. HAF overexpression in mice increased CRCC growth and metastasis. Clinically, HAF overexpression was associated with poor prognosis. Taken together, our results show that HAF is a specific mediator of HIF-2 activation that is critical for CRCC development and morbidity.

Although growing evidence supports the inclusion of social media in education, no studies to date have investigated the potential role of Instagram in anatomy education for dental students. Anatomists at University of Texas School of Dentistry (UTSD) and University of Nebraska Medical Center (UNMC) College of Dentistry created unique Instagram pages supplemental to traditional pedagogy, aiming to provide easily‐accessible, interactive content for our tech‐savvy students. The aim of this study was to evaluate students’ perspectives of the use of social media in education and their respective professor's Instagram page. In the fall of 2020, 170 students (86 from UTSD and 84 from UNMC) voluntarily participated in a survey via Qualtrics. The majority of respondents (85.1%) had seven or more years of experience with social media, and 96.9% of students reported using social media as a source of information with 92.5% using for educational purposes. All students agreed that their respective professor's page has been helpful for anatomy study and review, added to their understanding of anatomy, is convenient, engaging, and professional. While consistent themes emerged between cohorts, UNMC students had a higher level of agreement regarding their page's added relevance to learning in the class/clinic (p = 0.0016), while UTSD students reported feeling more comfortable asking their professor questions through Instagram (p = 0.015). Among all variables, female students and Generation Z students responded more favorably than male or Generation Y counterparts. Here, the authors describe benefits and considerations for others interested in using Instagram as an educational tool.

How to cite this article: Nguyen VH, Spears RD, Warner RL, Joy-Thomas AR. Transitioning the anatomy curriculum to an online platform: Lessons learned.

Introduction Despite social media's profound role in building connections over the past two decades, its value as an educational tool in health professional education remains unclear. While few studies have investigated the use of social media to engage students outside the classroom (i.e. COVID‐19 remote learning) in dental education, there are no reports to date of students’ and faculty perspectives of the use of Instagram in supplementing anatomical education in the dental curriculum. The aim of this study is the evaluate student perspective of social media in education and their respective anatomy professor's Instagram page as a supplemental resource. Materials and Methods This study was deemed exempt from the IRB at University of Nebraska Medical Center College of Dentistry (620‐20‐EX) and the CPHS at University of Texas Health Science Center (HSC‐DB‐20‐0877). Anatomy faculty from UNMC and UTSD conducted this research during the fall of 2020 evaluating @yoachimanatomy and @theanatomydoctor. Subjects voluntarily participated on a Qualtrics survey; responses remained anonymous with no associated risks Results Of the 170 respondents, 60 (35.5%) identified as male and 108 (63.9%) identified as female (2 students did not identify).. Students were classified as Generation Y if born between 1980‐1994; Generation Z if born 1995 or later. The majority of respondents (85.1%) had seven or more years of experience using social media; Facebook (96.3%), Instagram (94.4%), and GroupMe (91.9%) emerged as the three most‐frequently used platforms. UTSD students self‐reported more hours per day spent on social media than UNMC students, with 64% of students spending more than 2 hours per day compared to 33% of UNMC students (p=0.0003). 96.9% of students reported using social media as a source of information with 92.5% using it for educational purposes. All students agreed that their respective professor's page had been helpful for anatomy study and review, added to their understanding of anatomy, is convenient, engaging, and professional. UNMC students had a higher level of agreement regarding their page's added relevance to learning in the class and clinic (p=0.0016), while UTSD students reported feeling more comfortable asking their professor questions through Instagram (p=0.015). Among all variables, female students and Generation Z students responded more favorably than their male or Generation Y counterparts. Conclusion The unique platform features of Instagram create an ideal platform to supplement the visually‐focused anatomy content. Our study provides evidence of students’ desires to have social media incorporated into their dental school curriculum, and the data reveal consistent themes in students’ perspectives on the benefits and drawbacks of Instagram as a tool to supplement anatomical education. Significance Our study reveals crucial data supporting the inclusion of social media, and particularly Instagram, as a supplemental tool to anatomy education. Our collaboration between two unique programs, faculty, and Ins...

<p>Supplemental methods. A, B) Sequences for the A) P117 Luc, and B) P117 HRE reporters containing the HAF binding site, the hypoxia responsive element (HRE) and the HIF ancillary sequence (HAS), with the restriction enzyme sites used for ligation into the pGL4.17 construct. C) PCR primers used in ChIP assays. Supplementary data S1. A) Quantitative TaqMan RT-PCR showing the effect of transient HAF overexpression on the transcription of HIF-2 target genes in pVHL-deficient A498 CRCC cells B) Quantitative TaqMan RT-PCR showing the effect of transient HAF overexpression on the transcription of OCT-3/4. SOX2 and NANOG in normoxia and 24hours' hypoxia in A498 CRCC cells. Supplementary data S2. A) Effects of HAF overexpression on luciferase activity of co-transfected P117 Luc or P117 containing a deletion of the HAF site (P117D), in PANC1 cells in normoxia. B) Western blot showing knockdown specificity of siRNAs targeting HIF-2α (siH2_1, siH2_2) or HAF (siHAF_1, siHAF_2) when transfected with the P117 reporter in 786-0 cells. Supplementary data S3. A) Effect of hypoxia on SUMO-2/3 modification of HAF in 786-0 cells. B) Effect of hypoxia on SUMO-1 modification of HAF in PANC-1 cells. C) Western blot showing immunoprecipitation of HIF-2α from lysates of PANC-1 cells. Supplementary data S4. A-B) Immunocytochemistry confirming specificities of A) HAF, and B) HIF-2α antibodies. Supplementary data S5. A) Growth curve of HAF overexpressing 786-0 cells in normoxia. B) Western blot showing GFP expression in suspected lesions observed in the GI tracts of mice bearing renal orthotopic 786-0 HAF or vector expressing CRCC cells. Supplementary data S6. A) Table showing multiple disease parameters of the patients represented on the CRCC TMA. B) Scatterplot showing correlation between nuclear and cytoplasmic HAF localization in CRCC TMA. Supplementary data S7. Kaplan-Meier curves showing relationship between good versus intermediate Motzer criteria in grade III/IV CRCC. Supplementary data S8. A-B) Kaplan-Meier curves showing relationships between levels of A) HIF-2α or B) HIF-1α and progression free survival (PFS) in grade III/IV CRCC.</p>