Lecture III: Interpreting genomic information for clinical care Richard L. Haspel, MD, PhD Karen L....

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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

Transcript of Lecture III: Interpreting genomic information for clinical care Richard L. Haspel, MD, PhD Karen L....

Page 1: 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 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

Page 2: 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:

Coming to a clinic near you…

2TRiG Curriculum: Lecture 3March 2012

Page 3: 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:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

Multi-gene assays in breast cancer

Look familiar?

8TRiG Curriculum: Lecture 3March 2012

Page 9: 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:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

• 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

Page 11: 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:

• 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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

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

Page 15: 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:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

Methods and Results

• Analysis– Whole genome– Transcriptome

• Findings– Upregulation of

RET oncogene– Downregulation of

PTEN

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Page 18: 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:

X

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

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X

19TRiG Curriculum: Lecture 3March 2012

Page 20: 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:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

Laboratory Testing: Micro

• Identifying outbreak source

– Serotyping

– Pulsed field electrophoresis

– Next-generation sequencing analysis

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Page 24: 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:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

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Page 28: 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:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

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

Page 30: 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:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

GWAS: (Case-control)N

+ -

+

-

A B

C D

SNP 2

Lung Cancer

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Page 34: 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:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

GWAS: (Case-control)N

+ -

+

-

A B

C D

X

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

SNP X

Lung Cancer

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Page 36: 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:

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< 0.00000005Just anotherlaboratory test

Lagakos SW. NEJM 2006;354:16

36TRiG Curriculum: Lecture 3March 2012

Page 37: 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:

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

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Page 38: 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:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

• “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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

Pharmacogenomics may guide care

Need validation in clinical trials

45TRiG Curriculum: Lecture 3March 2012

Page 46: 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:

Other variants detected

46TRiG Curriculum: Lecture 3March 2012

Page 47: 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:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

• “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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

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 Richard L. Haspel, MD, PhD Karen L. Kaul, MD, PhD Henry M. Rinder, MD, PhD TRiG Curriculum:

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