medicine's future: genomic medicine for practicing providers - sample slides
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Key Point: In this 10 month curriculum, well be discussing how to frame genomic information
to provide personalized care to your patient in 4 specific skill sets.Details:
Genomic information is just another tool that you can add to the skills you already have in these
four areas of patient care
Risk assessment: Assessing genomic load is a piece of overall risk assessment for disease Testing: Determine appropriate uses of testing that will reduce morbidity and mortality, using
evidence base and guidelines where available
Management: interpret and understand implications of test results, family history, and othergenomic information
Communicate: education, anticipatory guidance, assessment of values and needs, andpsychosocial support
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IntroductionFocus on Variation
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Instructions: Introduce hypothetical scenario to frame discussion of variation
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Key Point: Genetic variation is the norm, and the source of human diversity
NOTES
Many variants have NO effect Many cause harmless changes (normal height or eye color variation)
Polymorphism refers to a genetic region that exists in many common, benign forms,each occurring in at least 1% of the population.
Variants that cause harmful changes in physiology (hemophilia) are rare Commonly called mutations, but pathologic variant is more accurate, and is the
term we will be using
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Key Point: Susceptibility to environmental insults varies depending on the level of genetic
predisposition. NOTES:
Strong genetic contribution (high penetrance genes): Only small environmental insults areneeded to manifest disease.
Strong genetic contribution could be a single gene of large effect, or many genes ofsmall effect added together.
For those with mild genetic contribution, greater environmental exposure over a longer timeis required to pass the threshold for disease.
Example: individuals with genetic predisposition to cancer tend to develop tumorsearlier inlife than those with sporadic cancer
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Interactive
Case Studies
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Neurogenomics
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Instructions: Ask for volunteers from small groups to share their answers to the discussion
question. Use the next slide to answer and fill in gaps.
Suggested prompts:
How certain are you of the diagnoses in her relatives? How does the age of onset influence your estimate? Is APOE4 causative?
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Instructions: Use this slide to debrief from the last slide
Key Point: APOE4 alleles are common in the general population and slightly more common in
people with a close family history.Details:
APOE4 alleles are also common in the general population. If Gaels mother had a APOE4 allele, Gael would have at least a 50% chance of having a E4
allele.
If Gaels mother was homozygous for E4, Gael would carry at least 1 E4 allele. Seeing an autosomal dominant pattern of disease (mother and grandmother affected) does
not always translate to a 50% risk. There is uncertainty about the diagnoses, especially in the
grandmother, and limited information about other risk factors. Finally, AD is a very common
condition in the population.
Reference for family history numbers: Huang W, C Oiu, E von Strauss, B Winblad, L Fratiglioni.
APOE Genotype, Family History of Dementia, and Alzheimer Disease Risk: A 6-Year Follow-up
Study. Arch Neurol. 2004;61(12):1930-1934.
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Instructions: Ask for volunteers from each small group to share their answers to the discussion
question. Use the next slide to answer.
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Instructions: Use the next 2 slides to debrief from the discussion. Use them to fill in gaps.
Key Point: Having an E4 risk allele increases risk for Alzheimers disease.Details.
Positive testing (E4/e4): increased, but APOE not necessary or sufficient for disease The E4 allele has been associated with AD, but no causal attribution has been made.
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Key Point: Even among E4/E4 carriers, nearly 50% of males and 40% of females do not develop
AD. There are other environmental and genetic factors involved.Details:
Age: After age 65, risk of developing AD doubles about every five years. Nearly half of those over age 85 have Alzheimer's.
Sex: Women may be more likely than are men to develop Alzheimer's disease, in partbecause they live longer.
Lifestyle: same factors that increase risk of heart disease may also increase AD risk. Lack of exercise, Smoking, High blood pressure, High cholesterol, Poorly controlled
diabetes
Family history: having a first degree relative with AD increases your risk from ~7% to ~26%cumulative lifetime risk.
APOE4 does not explain all of the family history related risk. They may beindependent risks in some families
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Small Group
Practice
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Pharmacogenomics
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Instructions: Allow 15 minutes for participants to discuss the cases at their table. Afterwards,
use the following slides to walk through each discussion question with the whole class one at a
time. Ask for volunteers to share their small groups conclusions for each question.
Each table will be provided with:
Clinical scenario Background information on the CYP450 enzyme and SSRIs Data on validity of testing for CYP450 variants for SSRI response Discussion questionsNote: This small group exercise is based on data from a few specific studies, which do not
represent the entirety of current knowledge about this topic. The exercise is intended to teach
how to interpret and apply PGx validity data in general. It is not intended to teach specific facts
about psychiatric PGx.
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Instructions: Ask for volunteers to share their small groups conclusions for this question.
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Instructions: Debrief from large group discussion. Fill in gaps as needed
Details:
CYP2D6 variants are infrequent in the general population Data is poor for Hispanic populations
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Instructions: This question was not included in the small group discussion questions. Engage
the large group in discussing it, based on the information they now know.
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Key Point: There are often redundant pathways, involving different enzymes, to the same
metabolite
Details:
CYP2D6 is just one of the large CYP450 family of enzymes, and other enzyme families are alsoinvolved in drug metabolism.
Each enzyme is influenced by different genetic (and non-genetic) factors.Alt image sources:
http://www.doctorfungus.org/thedrugs/antif_interaction.php
http://www.sciencedirect.com/science/article/pii/S0273230012000220
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Patient-Centered
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Prenatal/Pediatric
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Instructions: Prime the audience to listen for specific aspects of the story to be discussed
afterwards
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Instructions: Engage the class in a discussion of the video, highlighting the psychosocial impact
and risks of genetic diagnosis.
Suggested prompts and follow-up questions:
How did the diagnosis positively impact the family? How did it negatively impact the family? What concerns did this parent have about sharing the genetic diagnosis with others?
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Key Point: Diagnosis can be empowering, but also carries burdens.
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For more information
Kate Reed
410-583-0600