Oral Abstracts: 2A

Click on the concurrent session title below to view all of the abstracts for that session. Plenary session information is provided in the online schedule’s session description, and poster presentation abstracts are provided elsewhere.

Session 2A: Genomics and Precision Medicine

Thursday, 22 October 2015, 2:00 PM – 3:30 PM, Salon D


2A-2 Research to understand, prevent and cure cancer: don’t be left out…

Elisa Rodriguez, Deborah Erwin
Roswell Park Cancer Institute, Buffalo, NY, USA

Abstract: Background/Purpose: As cancer research technologies expand and improve, it is important to consider their application and relevance with respect to all populations. This education program was created to increase awareness and test the feasibility of community-based strategies for engaging diverse hardly reached populations in biospecimen donation for novel cancer prevention research studies. Methods: Participants were recruited to in-depth community-based educational programs or during open events in the community. The educational programs covered information on genomic research and the need for inclusion and representation from diverse populations as participants in biospecimen donation. An Audience Response System (ARS) was used to collect demographics and test pre- and post- intent to donate. An on-site mobile lab along with phlebotomy services was provided to collect participant biospecimen (blood) samples to be stored at the cancer center’s Databank and Biorepository (DBBR). Results/Findings: A total of 370 participants were reached through 24 programs in the community from December 2012 through April 2014. Programs were offered in English and Spanish. At pre-test, more than 60% of participants reported that the program was the first time they had heard of the biobank. Over 46% of participants reported they would donate to the biobank at post-test. A total of 93 (60.8%) participants provided a blood donation after participating in the education programs, and 60 (39.2%) participants donated blood at the open events. Of the African American and Hispanic participants that we engaged in the education programs, 33.8 % (n=47/139) and 39.1% (36/92) donated blood to the biobank respectively. Discussion: This effort significantly increased the proportion of non-white, non-patient controls in the bio-bank. The availability of control samples from minorities for research projects is critical to successful, generalizable genomic sequencing studies. This effort required IRB approval of a universal informed consent, and build-out of a mobile laboratory van. Relation to Theme: This study applied community-based strategies to develop and implement an education program among diverse racial\ethnic minorities on the use of biospecimens for cancer genomics. Our goal was to increase awareness, facilitate informed decision-making, and provide access to participation through the use of a mobile laboratory for on-site donations at events. Learning Objectives: The participant shall be able to identify at least two recruitment opportunities to engage diverse communities in biospecimen donation participation for cancer research. References: 1. Hagiwara N, Berry-Bobovski L, Francis C, Ramsey L, et al. Unexpected findings in the exploration of African American underrepresentation in biospecimen collection and biobanks. J Canc Educ. 2014;29:580-587. 2. Simon MA, de la Riva EE, Bergan R, et al. Improving diversity in cancer research trials: the story of the Cancer Disparities Research Network. J Canc Educ. 2014;29(2):366-74.


2A-3 – Addressing unmet needs in an emerging field: response to a psychoeducational program on immunotherapy for cancer patients and caregivers

Allison Harvey1, Marni Amsellem1, Christine, Wilson2, Rhea Suarez1
1Cancer Support Community, Washington, DC, USA, 2Fox Hall Communications, Narberth, PA, USA

Abstract: Background: Immunotherapy has become an exciting area of new discoveries and treatments for many cancers. That said, preliminary data from respondents to a Cancer Support Community (CSC) online survey in 2014 revealed that only 34.8% of cancer survivors knew the term “immuno-oncology” and 64.9% had heard of “immunotherapy,” yet 84% wanted to know more about these areas. Recognizing the need, CSC developed a multifaceted, psychoeducational program dedicated to making this area of research more accessible, which included both workshops and webinars. The current analyses investigate attendee response to these methods of delivery. Methods: In 2014-15, 136 attendees of CSC’s Frankly Speaking About Cancer: Your Immune System & Cancer Treatment face-to-face workshop and 51 participants of two webinars completed a post-program evaluation assessing knowledge and outcomes, including satisfaction. Individuals with cancer comprised 81.6% and 48.8% of participants in the workshop and webinar, respectively. Workshop attendees were Caucasian (84.1%), female (76.3%), and averaged 63.5 years old. Of webinar attendees, 95% were Caucasian, 70.4% were female, and the average age was 54.1 years old. Results: The majority of respondents of both reported a ‘high’ or ‘very high’ level of knowledge about immunotherapy after participating (58.6% workshop; 70.6% webinar), significantly higher than their pre-participation knowledge levels. After participating, 80.9% reported feeling confident in speaking with doctors about immunotherapy. 34.6% had already spoken with their doctor about immunotherapy. In addition, a majority felt better equipped to ask questions (87.9%) and planned to discuss clinical trials with their healthcare team (79.6%). Furthermore, nearly all (92.8%) recommend the program to others facing similar concerns. Discussion: Results suggest the program successfully improves access to comprehensive information about immunotherapy. Results also reaffirm the need to continue to provide clear and relevant information about immunotherapy and support to individuals affected by cancer through various interactive program formats. Relation to Theme: This abstract relates strongly to the theme of “Innovations”. Immunotherapies are innovative therapies which can stimulate and strengthen the immune system’s inherent cancer-fighting abilities, and represent an emerging topic for which there is currently little formal patient education. This program is presented in both workshop and webinar format. Learning Objectives: The participant shall be able to better understand patient needs around education for cancer immunotherapy and related topics. The participant should be able to recognize the benefits for offering a formal education program about immunotherapy and related topics designed for cancer patients and caregivers. References: Fox, B., et al. (2011). Defining the critical hurdles in cancer immunotherapy. Journal of Translational Medicine, 9(214). Couzin-Frankel, J. (2013). Cancer Immunotherapy. Science, 20(342), pp.1432-1433.


2A-4 – Transformations in Patient Education: Teaching Patients about Precision Medicine

Carolyn Messner
CancerCare, New York, NY, USA

Abstract: Precision medicine has transformed the treatment of many cancers. The need to educate cancer patients and their caregivers about innovative oncology discoveries is greater now than ever. Many patients lack access to evidence-based care due to such barriers as: low literacy, language, cost, travel logistics to on-site workshops, fear, misinformation and rural isolation. Innovative educational interventions are necessary to address these emerging trends in care and develop accessible education programs to navigate the changing landscape in healthcare. This oral presentation will describe the usefulness of weekly one-hour national simultaneous teleconference and online education initiatives to disseminate state-of-the-art oncology and palliative care information, highlighting precision medicine and the emerging role of immuno-oncology for patients, caregivers and healthcare professionals. Each workshop averages 500-1000 participants, with over 60 workshops per year. The efficacy of weekly half-hour didactic technology-based presentations followed by a compassionately moderated half-hour question and answer period will be reviewed. Validated moderation guidelines will be identified to maximize patient/family learning and expert led faculty participation in these teleconference/webcast workshops. The author will provide exemplars of innovative patient education programs developed over the past twenty seven years, including the cultivation of leading experts in oncology, live streaming and podcasts. Lessons learned, including the importance of inter-professional faculty and creative outreach to diverse and rural populations will be addressed. Particular attention will be paid to establishing partnerships amongst oncology educators, advocacy organizations, cancer centers and the communications industry. Quantitative and qualitative data will be presented to illustrate the impact of this twenty-seven year old program. Qualitative data using the participants own words will be analyzed to provide the following data: insight about impact and outcome, information dissemination and perceived learning as a result of these educational interventions. Case vignettes, literature review, replication model and future initiatives will be explicated. Relation to Theme: Precision medicine is a complex topic for patients to understand. Cancer educators are challenged to find new ways using communication technology and social media to bring the latest cancer innovations to patients in an accessible way. This presentation will demonstrate the efficacy of teleconferences/webcasts in accessing diverse patient populations. Learning Objectives: The participant shall be able to replicate this program. The participant shall be able to describe precision medicine in a way that patients and caregivers understand. The participant shall be able to evaluate the education program designed. References: 1. Ashley, E. (2015). The Precision Medicine Initiative: A National Effort. JAMA, April 30, 2015 2. Fleishman, S.B. (2011). Manual of cancer treatment recovery: What the provider needs to know and do. New York, NY: Demos Medical.


2A-5 – Genetics and Genomics in Nursing: A Flipped Classroom Model for Delivering Nursing Education

Kelli Fee-Schroeder, Dawn Nelson, Katherine, Burbank
Mayo Clinic, Rochester, MN, United States

Abstract: Background: The flipped classroom traditionally consists of assigning didactic material such as videos/animations/illustrations, reading or other material for learners before the face-to-face class in which more active learning strategies are utilized. A variety of advantages exist to implementing this style of learning including giving learners the ability to control the speed at which they progress through the activity, as well as, the opportunity to review concepts before and after the class. (Hurtubise, Hall, Sheridan, Han, 2015). Genomic knowledge across the oncology care continuum has required specialized nurses in these settings to increase their knowledge of genetics and genomics and how to apply this knowledge to achieve the goals of better patient outcomes (Beamer, Linder, Eggert, 2013). Description: The Hematology/Oncology/BMT specialty at Mayo Clinic, Rochester campus, requires nurses new to the specialty to attend a curriculum series during the first year of employment within the specialty. In 2015, Mayo Clinic Center for Individualized Medicine implemented a flipped-classroom strategy creating an on-line genomics module followed by an in-person presentation. The module includes required and optional content such as basic genomic terminology and concepts, inheritance patterns, inherited vs sporadic cancers, genetic testing modalities, and genomic applications.The in-person presentation builds upon inheritance patterns, family pedigrees, cancer inheritance risk, pharmacogenomics, and resources. Evaluation: A pre- and post-test of genomic concepts was administered prior to the learners reviewing the module and then immediately after completing the course. An evaluation was also provided regarding satisfaction utilizing this learning strategy. Usefulness: Creating an on-line module using various learning management systems is widely available. Focusing the module content on foundational concepts allows learners to self-direct and explore content to a depth of their choosing.Classroom time can then be utilized to provide opportunities for learners to practice applying concepts learned and facilitate a smoother transition of knowledge to application. Relation to Theme: Genomic competencies for nurses have been identified by the National Coalition for Health Professional Education in Genetics and the Oncology Nursing Society has also established curriculum for addressing genomic applications for oncology nurses. On-line modules are an innovative strategy for introducing new concepts considering various learning styles and learner needs. Learning Objectives: On completion of the Genomics in Nursing Education Module and the Genomics in Nursing Education Presentation, participants will report having better awareness and knowledge of genetics and genomics in nursing practice. References: 1. Beamer L.C., Linder L., Wu B., Eggert J. The Impact of Genomics on Oncology Nursing. The Nursing Clinics of North America. 2013 Dec;48(4):585-626. 2.Hurtubise L., Hall E., Sheridan L., Han H. The Flipped Classroom in Medical Education: Engaging Students to Build Competency. Journal of Medical Education and Curricular Development 2015:2 35–43


Abstract withdrawn by author.