Hello, all! Greetings from your new Monarch blogger! I’m Lilly, and I will be taking over this blog space to keep you updated about exciting developments being done at the Monarch Initiative. I recently completed my PhD in neuroscience from Oregon Health & Science University, and I am very excited to work with the Monarch team to further study the relationships between genes, phenotypes, and diseases. During my PhD, I studied how the brain’s innate immune system responds after an injury. Interesting fact: our brain’s immune system is separated from the rest of our body by the blood brain barrier. While white blood cells (leukocytes) patrol our bodies for disease and foreign objects, glial cells defend the brain. Glial cells also have various other functions, including creating myelin (insulation for neurons), and glial cell malfunction can lead to numerous diseases, such as Multiple Sclerosis . I researched how glial cells react to brain injury by performing experiment...

We have added ClinVar variant-disease associations into our database and first released into the Monarch Initiative portal in November, 2014. This new data accompanies previously incorporated ClinVar gene-disease associations (without the specificity of the variations). This initially includes 113,543 SNP, SNV, CNV (and other major rearrangements), linked to 13,591 genes and 11,154 diseases and phenotypes. The associations are also coupled to the original submitters and publications where the variations are reported. The data will be updated approximately monthly. You can read more about our data sources here .

Last week, I had the pleasure of teaching at the National Centre for Rare Diseases hosted by the Istituto Superiore di Sanità and Dr. Domenica Taruscio. This rare disease registry course is in its second year, and is focused on exposing the maintainers of rare disease registries various aspects of registry planning and management. I was very impressed with the specific way in which this course was run. The week started with a discussion of the different types of registries (aims, study design, data sources), management sustainability, and clinical outcomes analysis. This was followed by an innovative collaborative learning exercise in the afternoon, where the participants were broken up into three groups. The collaborative learning focused on positive interdependence, individual accountability, face-to-face interaction, group processing and exercise of small-group interpersonal skills - all skills needed to realize a quality registry resource in addition to simply being a quality ...