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Lecture III: Interpreting genomic information for clinical care

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Lecture III: Interpreting genomic information for clinical care. Richard L. Haspel , MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD. Coming to a clinic near you…. Why Pathologists? We have access, we know testing. Personalized Risk Prediction, Medication Dosing, Diagnosis/ - PowerPoint PPT Presentation
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Lecture III: Interpreting genomic information for clinical care Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum: Lecture 3 1 March 2012
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Page 1: Lecture III:   Interpreting genomic information for clinical care

Lecture III: Interpreting genomic information for

clinical careRichard L. Haspel, MD, PhD

Karen L. Kaul, MD, PhDHenry M. Rinder, MD, PhD

TRiG Curriculum: Lecture 3 1March 2012

Page 2: Lecture III:   Interpreting genomic information for clinical care

Coming to a clinic near you…

2TRiG Curriculum: Lecture 3March 2012

Page 3: Lecture III:   Interpreting genomic information for clinical care

Why Pathologists? We have access, we know testing

PersonalizedRisk Prediction,MedicationDosing,Diagnosis/Prognosis

Physician sendssample toPathology (blood/tissue)

Pathologists

Access to patient’s genome

Just anotherlaboratory test

3TRiG Curriculum: Lecture 3March 2012

Page 4: Lecture III:   Interpreting genomic information for clinical care

What we could test for? Same Stuff

• Somatic analysis– Tumor genomics

• Diagnosis/Prognosis• Response to treatment

– May change/ evolve/require repeat testing

• Laboratory testing– Microbiology– Pre-natal testing

http://www.bcm.edu/breastcenter/pathology/index.cfm?pmid=11149

4TRiG Curriculum: Lecture 3March 2012

Page 5: Lecture III:   Interpreting genomic information for clinical care

What we could test for? Something New

• Risk prediction– Pathologists

involved in preventive medicine• Predict risk of

disease• Predict drug

response (pharmacogenomics)

• Germline– Heritable genomic

targets– Does not change

during lifetime

Just anotherlaboratory test

5TRiG Curriculum: Lecture 3March 2012

Page 6: Lecture III:   Interpreting genomic information for clinical care

What we will cover today:

• Review current and future molecular testing:

– Somatic analysis/ Diagnosis/Prognosis

• Cancer

– Laboratory testing• Microbiology• Pre-natal testing

– Risk Assessment• Pathologists involved in

preventive medicine

6TRiG Curriculum: Lecture 3March 2012

Page 7: Lecture III:   Interpreting genomic information for clinical care

Diagnosis/Prognosis Timeline: Cancer

• Single gene– HER2

• Multi-gene assays– Breast cancer

• Gene chips/Next generation sequencing of tumors– Expression profiling– Exome– Transcriptome– Whole genome

7TRiG Curriculum: Lecture 3March 2012

Page 8: Lecture III:   Interpreting genomic information for clinical care

Multi-gene assays in breast cancer

Look familiar?

8TRiG Curriculum: Lecture 3March 2012

Page 9: Lecture III:   Interpreting genomic information for clinical care

Multi-gene assays to determine risk score, need for additional chemo

For use in ER+, node negative cancer

9TRiG Curriculum: Lecture 3March 2012

Page 10: Lecture III:   Interpreting genomic information for clinical care

• Oncotype similar predictive value to combined four immunohistochemical stains (ER,PR, HER2, Ki-67)

• May offer standardization lacking in IHC• Need to validate

– Prospective trialsJust anotherlaboratory test

10TRiG Curriculum: Lecture 3

Cuzick J, et al. J Clin Oncol. 2011; 29: 4273

March 2012

Page 11: Lecture III:   Interpreting genomic information for clinical care

• Analyzed 8,101 genes on chip microarrays

• Reference= pooled cell lines

• Breast cancer subgroups

Perou CM, et al. Nature. 2000; 406, 747

11TRiG Curriculum: Lecture 3March 2012

Page 12: Lecture III:   Interpreting genomic information for clinical care

TRiG Curriculum: Lecture 3 12

Cancer Treatment: NGS in AML

Welch JS, et al. JAMA, 2011;305, 1577

March 2012

Page 13: Lecture III:   Interpreting genomic information for clinical care

Case History

• 39 year old female with APML by morphology

• Cytogenetics and RT-PCR unable to detect PML-RAR fusion

• Clinical question: Treat with ATRA versus allogeneic stem cell transplant

13TRiG Curriculum: Lecture 3March 2012

Page 14: Lecture III:   Interpreting genomic information for clinical care

The Findings: Led to appropriate treatment

• Analysis– Paired-end NGS

• Findings – Cytogenetically

cryptic event: novel fusion

• Analysis took 7 weeks

• ATRA Treatment• Patient still alive 15

months later14TRiG Curriculum: Lecture 3March 2012

Page 15: Lecture III:   Interpreting genomic information for clinical care

Cancer Treatment: NGS of Tumor

Jones SJM, et al. Genome Biol. 2010;11:R82

15TRiG Curriculum: Lecture 3March 2012

Page 16: Lecture III:   Interpreting genomic information for clinical care

Case History

• 78 year old male• Poorly differentiated

papillary adenocarcinoma of tongue

• Metastatic to lymph nodes

• Failed chemotherapy• Decision to use next-

generation sequencing methods

16TRiG Curriculum: Lecture 3March 2012

Page 17: Lecture III:   Interpreting genomic information for clinical care

Methods and Results

• Analysis– Whole genome– Transcriptome

• Findings– Upregulation of

RET oncogene– Downregulation of

PTEN

17TRiG Curriculum: Lecture 3March 2012

Page 18: Lecture III:   Interpreting genomic information for clinical care

X

1 month pre-anti-RET Anti-RET added 1 month on anti-Ret18TRiG Curriculum: Lecture 3March 2012

Page 19: Lecture III:   Interpreting genomic information for clinical care

X

19TRiG Curriculum: Lecture 3March 2012

Page 20: Lecture III:   Interpreting genomic information for clinical care

Why Pathologists? We have access, we know testing

PersonalizedTumor TreatmentPlan

Would like to identify tumor, know prognosis,treatment options

Pathologists

Access to tumor genome

20TRiG Curriculum: Lecture 3March 2012

Page 21: Lecture III:   Interpreting genomic information for clinical care

Why pathologists?

“However, to fully use this potentially transformative technology to make informed clinical decisions, standards will have to be developed that allow for CLIA-CAP certification of whole-genome sequencing and for direct reporting of relevant results to treating physicians.”

21TRiG Curriculum: Lecture 3

Welch JS, et al. JAMA, 2011;305:1577

March 2012

Page 22: Lecture III:   Interpreting genomic information for clinical care

What we will cover today:

• Review current and future molecular testing:

– Somatic analysis/ Diagnosis/Prognosis

• Cancer

– Laboratory testing• Microbiology• Pre-natal testing

– Risk Assessment• Pathologists involved in

preventive medicine

22TRiG Curriculum: Lecture 3March 2012

Page 23: Lecture III:   Interpreting genomic information for clinical care

Laboratory Testing: Micro • Identifying outbreak

source

– Serotyping

– Pulsed field electrophoresis

– Next-generation sequencing analysis

23TRiG Curriculum: Lecture 3March 2012

Page 24: Lecture III:   Interpreting genomic information for clinical care

Laboratory testing: Pre-natal• Amniocentesis/ Chorionic

villus sampling– Karyotyping– Single gene testing

• Multigene assays– “Universal Genetic Test”

available for 100+ diseases

• Next generation methods– Fetal DNA in maternal

plasma, detection of Trisomy 21

Fan HC, et al. PNAS. 2008;105:16266 Srinivasan BS, et al. Reprod Biomed Online. 2010;21:537-51

24TRiG Curriculum: Lecture 3March 2012

Page 25: Lecture III:   Interpreting genomic information for clinical care

What we will cover today:• Review current and

future molecular testing:

– Somatic analysis/ Diagnosis/Prognosis

• Cancer

– Laboratory testing• Microbiology• Pre-natal testing

– Risk Assessment• Pathologists involved in

preventive medicine

25TRiG Curriculum: Lecture 3March 2012

Page 26: Lecture III:   Interpreting genomic information for clinical care

Risk Prediction: Timeline• Single gene

• Multigene assays– Direct-to-

consumer

• Next generation sequencing

Alsmadi OA, et al. BMC Genomics 2003 4:21

Factor V Leiden

26TRiG Curriculum: Lecture 3March 2012

Page 27: Lecture III:   Interpreting genomic information for clinical care

27TRiG Curriculum: Lecture 3March 2012

Page 28: Lecture III:   Interpreting genomic information for clinical care

Hereditary Risk Prediction: How is risk calculated?

• Analysis of SNPs (up to a million)– Genome wide

association studies (GWAS)

• Case-control studies– Odds ratios

• Using odds ratios to determine individual patient risk

28TRiG Curriculum: Lecture 3March 2012

Page 29: Lecture III:   Interpreting genomic information for clinical care

Just another test: Case-control study

• Adequate selection criteria for cases/controls

• # of patients = reasonable ORs (<=1.3)

• Assays appropriate– Enough variation– Proper controls

• Statistics appropriate• Detect known variants• Reproducible results

– Different populations– Different samples

• Pathophysiologic basisPearson TA, Manolio TA. JAMA 2008; 298:1335

29TRiG Curriculum: Lecture 3March 2012

Page 30: Lecture III:   Interpreting genomic information for clinical care

Just another test: Selection

Menkes MS, et al. NEJM 1986;315:1250; Hung RJ, et al. Nature Genetics. 2008; 452:633

• Lung cancer risk• “Old School Study”

– Cases and controls were matched based on age, smoking status, race and month of blood collection

• “Genomic Study”: – Cases and controls

were frequency matched by sex, age center, referral (or of residence) area and period of recruitment

30TRiG Curriculum: Lecture 3March 2012

Page 31: Lecture III:   Interpreting genomic information for clinical care

Statistics: Classic case-control study

Lung Cancer+ -

Vitamin ELow Level

+

-

A B

C D

AD/BC = Odds ratio (OR) ~ Relative risk (RR)31TRiG Curriculum: Lecture 3March 2012

Page 32: Lecture III:   Interpreting genomic information for clinical care

GWAS: (Case-control)N

Lung Cancer+ -

+

-

A B

C D

SNP 1

32TRiG Curriculum: Lecture 3March 2012

Page 33: Lecture III:   Interpreting genomic information for clinical care

GWAS: (Case-control)N

+ -

+

-

A B

C D

SNP 2

Lung Cancer

33TRiG Curriculum: Lecture 3March 2012

Page 34: Lecture III:   Interpreting genomic information for clinical care

GWAS: (Case-control)N

+ -

+

-

A B

C D

SNP 3

Lung Cancer

34TRiG Curriculum: Lecture 3March 2012

Page 35: Lecture III:   Interpreting genomic information for clinical care

GWAS: (Case-control)N

+ -

+

-

A B

C D

X

Up to1,000,000 SNPs (howevermany on chip)

SNP X

Lung Cancer

35TRiG Curriculum: Lecture 3March 2012

Page 36: Lecture III:   Interpreting genomic information for clinical care

A word about statistics…• 20 tests, “significant” if

p=0.05– (.95)N = chance all tests

“not significant”– 1- (.95)N = chance one

test “significant– 1- (.95)20= 64% – Bonferroni correction p =

0.0025

• Need to adjust for number of tests run– For 1 million SNP

GWAS p< 0.00000005

Just anotherlaboratory test

Lagakos SW. NEJM 2006;354:16

36TRiG Curriculum: Lecture 3March 2012

Page 37: Lecture III:   Interpreting genomic information for clinical care

Other criteria: Reproducibility: only single populationPhysiologic hypothesis: anti-oxidant (determined pre-study)

37TRiG Curriculum: Lecture 3March 2012

Page 38: Lecture III:   Interpreting genomic information for clinical care

Cases/controlsFrom differentpopulations

Other criteria:Reproducibility: many populationsPhysiologic hypothesis: mutation in carcinogen binding receptor (determined post-study)

38TRiG Curriculum: Lecture 3

Table 1 | Lung cancer risk and rs8034191 genotype

March 2012

Page 39: Lecture III:   Interpreting genomic information for clinical care

Why Pathologists? We have access, we know testing

PersonalRisk Prediction

Would like to determine patientrisk for disease

Pathologists

Access to patient’schip results

Not so simple!!39TRiG Curriculum: Lecture 3March 2012

Page 40: Lecture III:   Interpreting genomic information for clinical care

Risk Prediction: Not easy to do!!• Based on case-control

study design = variable results

• No quality control of associations– Need for Clinical Grade

Database• Ease of use• Continually updated• Clinically relevant

SNPs/variations• Pre-test probability

assessment

40TRiG Curriculum: Lecture 3

Ng PC, et al. Nature. 2009; 461: 724

March 2012

Page 41: Lecture III:   Interpreting genomic information for clinical care

DTC: A simplistic calculation

How about family history? Environment?

Pre-test probability

Post-test probability

41TRiG Curriculum: Lecture 3

Ng PC, et al. Nature. 2009; 461: 724

March 2012

Page 42: Lecture III:   Interpreting genomic information for clinical care

Calculating pre-test

probability is not so simple

TRiG Curriculum: Lecture 3 42

Parmigiani G, et al. Ann Intern Med. 2007; 147: 441

March 2012

Page 43: Lecture III:   Interpreting genomic information for clinical care

• “Avg” (average risk for your ethnic group = pre-test probability): 8%

• OR from SNP is 0.75 ***25% decreased risk****• “You” (post-test

probability): 8% x 0.75 = 6%

• Absolute decreased risk: = 2%

• Same OR if 80% vs. 60%

• Absolute decreased risk: 20%

Just another laboratory test

43TRiG Curriculum: Lecture 3March 2012

Page 44: Lecture III:   Interpreting genomic information for clinical care

Hereditary Risk Prediction: NGS

• 40 year old male with family history of CAD and sudden cardiac death

• Whole genome sequencing performed on DNA from whole blood

• How to approach analysis?

44TRiG Curriculum: Lecture 3

Ashley EA, et al. Lancet. 2010; 375: 1525

March 2012

Page 45: Lecture III:   Interpreting genomic information for clinical care

Pharmacogenomics may guide care

Need validation in clinical trials

45TRiG Curriculum: Lecture 3March 2012

Page 46: Lecture III:   Interpreting genomic information for clinical care

Other variants detected

46TRiG Curriculum: Lecture 3March 2012

Page 47: Lecture III:   Interpreting genomic information for clinical care

Clinical Risk determination (prevalence X post test probability = clinical risk)

Pre-testprobability

Post-testprobability

47TRiG Curriculum: Lecture 3March 2012

Page 48: Lecture III:   Interpreting genomic information for clinical care

Why Pathologists? We have access, we know testing

PersonalRisk Prediction

Would like to determine patientrisk for disease

Pathologists

Access to patient’swhole genome!

Not so simple!!48TRiG Curriculum: Lecture 3March 2012

Page 49: Lecture III:   Interpreting genomic information for clinical care

Risk Prediction: Not easy to do!!

• Based on case-control study design = variable results

• No quality control of associations– Need for Clinical Grade

Database• Ease of use• Continually updated• Clinically relevant

SNPs/variations• Pre-test probability

assessment

49TRiG Curriculum: Lecture 3March 2012

Page 50: Lecture III:   Interpreting genomic information for clinical care

• “No methods exist for statistical integration of such conditionally dependent risks”

• Strength of association based on # of Medline articles

50TRiG Curriculum: Lecture 3March 2012

Page 51: Lecture III:   Interpreting genomic information for clinical care

In the end: Is the info actionable?

NEJM. 1994;330:1029

51TRiG Curriculum: Lecture 3March 2012

Page 52: Lecture III:   Interpreting genomic information for clinical care

Summary• Genomic-era technologies involve

– Typical roles of pathologists• Cancer diagnosis/prognosis/guide

treatment• Laboratory testing (e.g., microbiology)

– New roles for pathologists• Predict disease risk• Predict drug response

– We control the specimens

• Just another test– Issues with case-control studies– Issues of pre- and post-test probability

• Accurately assessing pre-test probability– Need to validate

52TRiG Curriculum: Lecture 3

Roychowdhury S, et al. Sci Transl Med. 2011; 3: 111ra121

March 2012


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