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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

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 careRichard L. Haspel, MD, PhD

Karen L. Kaul, MD, PhD

Henry M. Rinder, MD, PhD

TRiG Curriculum: Lecture 3 1March 2012

Coming to a clinic near you…

2TRiG Curriculum: Lecture 3March 2012

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

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

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

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

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

Multi-gene assays in breast cancer

Look familiar?

8TRiG Curriculum: Lecture 3March 2012

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

For use in ER+, node negative cancer

9TRiG Curriculum: Lecture 3March 2012

• Oncotype similar predictive value to

combined four immunohistochemical

stains (ER,PR, HER2, Ki-67)• May offer standardization lacking in IHC• Need to validate

– Prospective trials

Just anotherlaboratory test

10TRiG Curriculum: Lecture 3

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

March 2012

• 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

TRiG Curriculum: Lecture 3 12

Cancer Treatment: NGS in AML

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

March 2012

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

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 later

14TRiG Curriculum: Lecture 3March 2012

Cancer Treatment: NGS of Tumor

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

15TRiG Curriculum: Lecture 3March 2012

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

Methods and Results

• Analysis– Whole genome– Transcriptome

• Findings– Upregulation of

RET oncogene– Downregulation of

PTEN

17TRiG Curriculum: Lecture 3March 2012

X

1 month pre-anti-RET Anti-RET added 1 month on anti-Ret

18TRiG Curriculum: Lecture 3March 2012

X

19TRiG Curriculum: Lecture 3March 2012

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

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

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

Laboratory Testing: Micro

• Identifying outbreak source

– Serotyping

– Pulsed field electrophoresis

– Next-generation sequencing analysis

23TRiG Curriculum: Lecture 3March 2012

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

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

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

27TRiG Curriculum: Lecture 3March 2012

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

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 basis

Pearson TA, Manolio TA. JAMA 2008; 298:1335

29TRiG Curriculum: Lecture 3March 2012

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

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

GWAS: (Case-control)N

Lung Cancer+ -

+

-

A B

C D

SNP 1

32TRiG Curriculum: Lecture 3March 2012

GWAS: (Case-control)N

+ -

+

-

A B

C D

SNP 2

Lung Cancer

33TRiG Curriculum: Lecture 3March 2012

GWAS: (Case-control)N

+ -

+

-

A B

C D

SNP 3

Lung Cancer

34TRiG Curriculum: Lecture 3March 2012

GWAS: (Case-control)N

+ -

+

-

A B

C D

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

SNP X

Lung Cancer

35TRiG Curriculum: Lecture 3March 2012

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

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

37TRiG Curriculum: Lecture 3March 2012

Cases/controlsFrom differentpopulations

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

38TRiG Curriculum: Lecture 3

Lung cancer risk and rs8034191 genotype

March 2012

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

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

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

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

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

• OR from SNP is 0.75 ***25% less 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

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

Pharmacogenomics may guide care

Need validation in clinical trials

45TRiG Curriculum: Lecture 3March 2012

Other variants detected

46TRiG Curriculum: Lecture 3March 2012

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

Pre-testprobability

Post-testprobability

47TRiG Curriculum: Lecture 3March 2012

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

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

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

• Strength of association based on # of Medline articles

50TRiG Curriculum: Lecture 3March 2012

In the end: Is the info actionable?

NEJM. 1994;330:1029

51TRiG Curriculum: Lecture 3March 2012

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