Test2Learn

Test2Learn^TM is an award-winning training approach where you can work with real genetic data to learn pharmacogenomics. You can experience personal genomics testing just like your patients or work with anonymous data.  Interactive exercises and real world cases increase the fidelity of education and make training fun.  Learn all about our learning outcomes by clicking on the logo to the left. 

COURSE DIRECTOR

	Philip Empey, PharmD, PhD,  FCCP Associate Professor, Pharmacy and Therapeutics, Associate Director, Institute of Precision Medicine; University of Pittsburgh School of Pharmacy
	James Coons, PharmD, FCCP, FACC, BCCP Professor, Pharmacy and Therapeutics, PGY2 Cardiology Residency Program Director, University of Pittsburgh School of Pharmacy
	Lucas Berenbrok, PharmD, MS, BCACP, TTS Associate Professor, Pharmacy and Therapeutics, University of Pittsburgh School of Pharmacy
	Ashley Stewart, EdD, MA Instructional Designer, University of Pittsburgh School of Pharmacy
	Deepak Voora, MD  Executive Director, VA National Pharmacogenomics Program VA Central Office, Washington, DC
	Jill Bates PharmD, MS, BCOP, DipACLM, FASHP Deputy Executive Director, VA National Pharmacogenomics Program VA Central Office, Washington, DC
	Trina Walker, DNP, APRN, FNP-C Assistant Professor, Nursing Creighton University
	Nguyen Park, MS, PA-C President and Founder, Society of PAs in Genetics/Genomics

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CONFLICT OF INTEREST

No members of the planning committee, speakers, presenters, authors, content reviewers and/or anyone else in a position to control the content of this education activity have relevant financial relationships with any entity producing, marketing, re-selling, or distributing health care goods or services, used on, or consumed by, patients to disclose.

SELF-PACED, ONLINE STUDY

• To be completed in advance of the live program date.
  
  

---

FACULTY-LED, LIVE PROGRAM

Live portion of this program will be led by:
- Rebecca Graham, Sarai Ibrahim, and Jenna Carmichael

Day	Time
January 16, 2025	12 pm - 4 pm

(All times eastern and conducted over Microsoft Teams)

TARGET AUDIENCE

All healthcare professionals

---

LEARNING MODULES

Self-paced, online study Precision medicine and PGx (2 units) Foundations of PGx (4 units) PGx testing (3 units) PGx decision making (6 units)  PGx in clinical practice (7 units) Keys to successful implementation (3 units)

Live session Variation: One size does not fit all Using of trustworthy online information  How does a lab assign diplotypes Phenotypes to recommendations Decision making in practice: working through complex cases Developing PGx patient care plans Advancing your successful implementation and Wrap Up

---

LEARNING OBJECTIVES

Upon completion of this activity, participants should be able to:

Foundational Genetics Concepts (FG)

Explain basic genetics concepts using appropriate nomenclature. Recognize the combined impact of genetic, behavioral, social, and environmental factors in the manifestation of disease and drug response. Identify drug- and disease-associated genetic variations that facilitate development of prevention, diagnostic, and treatment strategies. Differentiate between the clinical diagnosis of disease informed by genetics and the identification of genetic predisposition to disease. Assess differences in genetic testing technologies, including sequencing and genotyping. Recognize the legal protections against discrimination based on genetic test results.

Clinical PGx (CP)

Identify pharmacogenomic test results that are relevant to a patient’s care. Interpret pharmacogenomic test results, including translating genotype to phenotype to drug therapy recommendation.  Determine the impact of genetic variation on pharmacokinetics and/or pharmacodynamics.  Identify medication-related problems that may be related to genetic variability, even when a pharmacogenomic test has not been done. Recognize disease implications of pharmacogenomic test results and refer the patient to a genetics-trained healthcare provider when necessary. Use family history to assess predisposition to disease and drug response.  Assess the quality and source of existing pharmacogenomic test results. Distinguish between actionable and non-actionable pharmacogenomic test results using high-quality, evidence-based pharmacogenomics databases and clinical guidelines.  Integrate pharmacogenomic test results with other clinical variables to optimize medication therapy. Recommend pharmacogenomic testing when appropriate. Consider the cost, cost-effectiveness, and reimbursement issues relevant to pharmacogenomic tests and services. Implement a pharmacogenomics-guided care plan in collaboration with the patient, caregivers, and other health professionals. Document pharmacogenomic test results in the electronic health record. Follow-up and monitor a pharmacogenomics-guided care plan. Collaborate as a member of an interprofessional clinical pharmacogenomics team. Identify patient populations that may be most likely to benefit from pharmacogenomic testing.  Identify genetic variations that predispose patients to adverse drug reactions and modify therapy accordingly to mitigate the risk.  Recognize the differences in pharmacogenomic allele frequencies among ancestry groups to guide appropriate test selection and maximize the appropriate use of medications in a population. Educate patients and professional colleagues on the benefits and limitations of pharmacogenomics to optimize drug therapy. Use a culturally-sensitive approach that considers potential ethical concerns when counseling patients about pharmacogenomic test results.  Use evidence-based resources and pharmacogenomics information to advance patient care. Oversee clinical pharmacogenomics operations. Fulfill a medication order considering the clinical implications of pharmacogenomics. Create a written plan for continuous professional development in clinical pharmacogenomics.

---

DISCLAIMER STATEMENT

The information presented at this activity represents the views and opinions of the individual presenters, and does not constitute the opinion or endorsement of, or promotion by, the UPMC Center for Continuing Education in the Health Sciences, UPMC / University of Pittsburgh Medical Center or Affiliates and University of Pittsburgh School of Medicine.  Reasonable efforts have been taken intending for educational subject matter to be presented in a balanced, unbiased fashion and in compliance with regulatory requirements. However, each program attendee must always use his/her own personal and professional judgment when considering further application of this information, particularly as it may relate to patient diagnostic or treatment decisions including, without limitation, FDA-approved uses and any off-label uses.

ACCREDITATION

In support of improving patient care, the University of Pittsburgh is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME) and the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

Pharmacy (CPE)

This knowledge-based activity provides 20.0 contact hours of continuing pharmacy education credit.

Physician (CME)

The University of Pittsburgh designates this live activity for a maximum of 20.0 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Nursing (CNE)

The maximum number of hours awarded for this Continuing Nursing Education activity is 20.0 contact hours.

Physician Assistant (AAPA)

The University of Pittsburgh has been authorized by the American Academy of PAs (AAPA) to award AAPA Category 1 CME credits for activities planned in accordance with AAPA CME Criteria. This activity is designated for 20.0 AAPA Category 1 CME credits. PAs should only claim credit commensurate with the extent of their participation.  

Other healthcare professionals

Will receive a certificate of attendance confirming the number of contact hours commensurate with the extent of participation in this activity.

---

HOW TO OBTAIN CONTINUING EDUCATION

Continuing education can be claimed for the above learner groups. Learners must complete the full program (all modules, attain grades of 80% or higher on assessments, and participate in the live session) as well as submit the required information to the CE office (e.g. profile information and evaluations) prior to the deadline to receive continuing education credit. Partial credit will not be awarded.

TARGET AUDIENCE

All healthcare professionals

---

EDUCATION MODULES

Self-paced, online study Precision medicine and PGx (2 units) Foundations of PGx (4 units) PGx testing (3 units) PGx decision making (6 units)  PGx in clinical practice (5 units) Keys to successful implementation (7 units)

Live session Variation: One size does not fit all Using of trustworthy online information  How does a lab assign diplotypes Phenotypes to recommendations Decision making in practice: working through complex cases Developing PGx patient care plans Advancing your successful implementation and Wrap Up

---

LEARNING OBJECTIVES

Upon completion of this activity, participants should be able to:

Foundational Genetics Concepts (FG)

Explain basic genetics concepts using appropriate nomenclature. Recognize the combined impact of genetic, behavioral, social, and environmental factors in the manifestation of disease and drug response. Identify drug- and disease-associated genetic variations that facilitate development of prevention, diagnostic, and treatment strategies. Differentiate between the clinical diagnosis of disease informed by genetics and the identification of genetic predisposition to disease. Assess differences in genetic testing technologies, including sequencing and genotyping. Recognize the legal protections against discrimination based on genetic test results.

Clinical PGx (CP)

Identify pharmacogenomic test results that are relevant to a patient’s care. Interpret pharmacogenomic test results, including translating genotype to phenotype to drug therapy recommendation.  Determine the impact of genetic variation on pharmacokinetics and/or pharmacodynamics.  Identify medication-related problems that may be related to genetic variability, even when a pharmacogenomic test has not been done. Recognize disease implications of pharmacogenomic test results and refer the patient to a genetics-trained healthcare provider when necessary. Use family history to assess predisposition to disease and drug response.  Assess the quality and source of existing pharmacogenomic test results. Distinguish between actionable and non-actionable pharmacogenomic test results using high-quality, evidence-based pharmacogenomics databases and clinical guidelines.  Integrate pharmacogenomic test results with other clinical variables to optimize medication therapy. Recommend pharmacogenomic testing when appropriate. Consider the cost, cost-effectiveness, and reimbursement issues relevant to pharmacogenomic tests and services. Implement a pharmacogenomics-guided care plan in collaboration with the patient, caregivers, and other health professionals. Document pharmacogenomic test results in the electronic health record. Follow-up and monitor a pharmacogenomics-guided care plan. Collaborate as a member of an interprofessional clinical pharmacogenomics team. Identify patient populations that may be most likely to benefit from pharmacogenomic testing.  Identify genetic variations that predispose patients to adverse drug reactions and modify therapy accordingly to mitigate the risk.  Recognize the differences in pharmacogenomic allele frequencies among ancestry groups to guide appropriate test selection and maximize the appropriate use of medications in a population. Educate patients and professional colleagues on the benefits and limitations of pharmacogenomics to optimize drug therapy. Use a culturally-sensitive approach that considers potential ethical concerns when counseling patients about pharmacogenomic test results.  Use evidence-based resources and pharmacogenomics information to advance patient care. Oversee clinical pharmacogenomics operations. Fulfill a medication order considering the clinical implications of pharmacogenomics. Create a written plan for continuous professional development in clinical pharmacogenomics.

---

DISCLAIMER STATEMENT

The information presented at this activity represents the views and opinions of the individual presenters, and does not constitute the opinion or endorsement of, or promotion by, the UPMC Center for Continuing Education in the Health Sciences, UPMC / University of Pittsburgh Medical Center or Affiliates and University of Pittsburgh School of Medicine.  Reasonable efforts have been taken intending for educational subject matter to be presented in a balanced, unbiased fashion and in compliance with regulatory requirements. However, each program attendee must always use his/her own personal and professional judgment when considering further application of this information, particularly as it may relate to patient diagnostic or treatment decisions including, without limitation, FDA-approved uses and any off-label uses.

PLANNING COMMITTEE

	Philip Empey, PharmD, PhD,  FCCP Associate Professor, Pharmacy and Therapeutics, Associate Director, Institute of Precision Medicine; University of Pittsburgh School of Pharmacy (Course Director)
	James Coons, PharmD, FCCP, FACC, BCCP Professor, Pharmacy and Therapeutics, PGY2 Cardiology Residency Program Director, University of Pittsburgh School of Pharmacy
	Lucas Berenbrok, PharmD, MS, BCACP, TTS Associate Professor, Pharmacy and Therapeutics, University of Pittsburgh School of Pharmacy
	Ashley Stewart, EdD, MA Instructional Designer, University of Pittsburgh School of Pharmacy
	Deepak Voora, MD  Executive Director, VA National Pharmacogenomics Program VA Central Office, Washington, DC
	Jill Bates PharmD, MS, BCOP, DipACLM, FASHP Deputy Executive Director, VA National Pharmacogenomics Program VA Central Office, Washington, DC
	Trina Walker, DNP, APRN, FNP-C Assistant Professor, Nursing Creighton University
	Nguyen Park, MS, PA-C President and Founder, Society of PAs in Genetics/Genomics

---

PRENSENTERS (ALPHABETICAL ORDER)

	Lucas Berenbrok, PharmD, MS, BCACP, TTS Associate Professor, Pharmacy and Therapeutics, University of Pittsburgh School of Pharmacy
	Kelly Caudle, PharmD, PhD, BCPS, FCCP Associate Member, St. Jude Children's Research Hospital CPIC Director
	James Coons, PharmD, FCCP, FACC, BCCP Professor, Pharmacy and Therapeutics, PGY2 Cardiology Residency Program Director, University of Pittsburgh School of Pharmacy
	Philip Empey, PharmD, PhD,  FCCP Associate Professor, Pharmacy and Therapeutics, Associate Director, Institute of Precision Medicine; University of Pittsburgh School of Pharmacy
	Mylynda Massart, MD, PhD Associate Professor, Department of Family Medicine Primary Care Precision Medicine University of Pittsburgh
	Lisa Parker, PhD Director, Center for Bioethics and Health Law University of Pittsburgh
	Katherine Robinson, PharmD, MS, BCPS Clinical Pharmacogenomics Pharmacist University of Pittsburgh School of Pharmacy
	Sara Rogers, PharmD Clinical Assistant Professor Texas A&M University
	Kayla Rowe, PharmD Clinical Pharmacogenomics Fellow University of Pittsburgh
	Robert Schuck, PharmD, PhD Deputy Director, Division of Translational and Precision Medicine Office of Clinical Pharmacology Center for Drug Evaluation and Research US Food and Drug Administration
	Todd Skaar, MS, PhD Professor, Clinical Pharmacology Indiana University School of Medicine
	James Stevenson, PharmD, MS Assistant Professor, Departments of Medicine and Pharmacology & Molecular Sciences Johns Hopkins University School of Medicine
	Emma Tillman, PharmD, PhD Associate Research Professor, Division of Clinical Pharmacology Indiana University School of Medicine
	Michelle Whirl-Carrillo, PhD Principal Investigator and Director, PharmGKB Department of Biomedical Data Science Stanford University

---

CONFLICT OF INTEREST

No members of the planning committee, speakers, presenters, authors, content reviewers and/or anyone else in a position to control the content of this education activity have relevant financial relationships with any entity producing, marketing, re-selling, or distributing health care goods or services, used on, or consumed by, patients to disclose.

ACCREDITATION

In support of improving patient care, the University of Pittsburgh is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME) and the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

Pharmacy (CPE)

This knowledge-based activity provides 20.0 contact hours of continuing pharmacy education credit.

Physician (CME)

The University of Pittsburgh designates this live activity for a maximum of 20.0 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Nursing (CNE)

The maximum number of hours awarded for this Continuing Nursing Education activity is 20.0 contact hours.

Physician Assistant (AAPA)

The University of Pittsburgh has been authorized by the American Academy of PAs (AAPA) to award AAPA Category 1 CME credits for activities planned in accordance with AAPA CME Criteria. This activity is designated for 20.0 AAPA Category 1 CME credits. PAs should only claim credit commensurate with the extent of their participation.  

Other healthcare professionals

Will receive a certificate of attendance confirming the number of contact hours commensurate with the extent of participation in this activity.

---

HOW TO OBTAIN CONTINUING EDUCATION

Continuing education can be claimed for the above learner groups. Learners must complete the full program (all modules, attain grades of 80% or higher on assessments, and participate in the live session) as well as submit the required information to the CE office (e.g. profile information and evaluations) prior to the deadline to receive continuing education credit. Partial credit will not be awarded.

Test2LearnTM is an award-winning training approach where you can work with real genetic data to learn pharmacogenomics. You can experience personal genomics testing just like your patients or work with anonymous data. Interactive exercises and real world cases increase the fidelity of education and make training fun. Learn all about our learning outcomes by clicking on the logo to the left.

TARGET AUDIENCE

All healthcare professionals

---

EDUCATION MODULES

Self-paced, online study Precision medicine and PGx (2 units) Foundations of PGx (4 units) PGx testing (3 units) PGx decision making (6 units)  PGx in clinical practice (5 units) Keys to successful implementation (7 units)

Live session Variation: One size does not fit all Using of trustworthy online information  How does a lab assign diplotypes Phenotypes to recommendations Decision making in practice: working through complex cases Developing PGx patient care plans Advancing your successful implementation and Wrap Up

---

LEARNING OBJECTIVES

Upon completion of this activity, participants should be able to:

Foundational Genetics Concepts (FG)

Explain basic genetics concepts using appropriate nomenclature. Recognize the combined impact of genetic, behavioral, social, and environmental factors in the manifestation of disease and drug response. Identify drug- and disease-associated genetic variations that facilitate development of prevention, diagnostic, and treatment strategies. Differentiate between the clinical diagnosis of disease informed by genetics and the identification of genetic predisposition to disease. Assess differences in genetic testing technologies, including sequencing and genotyping. Recognize the legal protections against discrimination based on genetic test results.

Clinical PGx (CP)

Identify pharmacogenomic test results that are relevant to a patient’s care. Interpret pharmacogenomic test results, including translating genotype to phenotype to drug therapy recommendation.  Determine the impact of genetic variation on pharmacokinetics and/or pharmacodynamics.  Identify medication-related problems that may be related to genetic variability, even when a pharmacogenomic test has not been done. Recognize disease implications of pharmacogenomic test results and refer the patient to a genetics-trained healthcare provider when necessary. Use family history to assess predisposition to disease and drug response.  Assess the quality and source of existing pharmacogenomic test results. Distinguish between actionable and non-actionable pharmacogenomic test results using high-quality, evidence-based pharmacogenomics databases and clinical guidelines.  Integrate pharmacogenomic test results with other clinical variables to optimize medication therapy. Recommend pharmacogenomic testing when appropriate. Consider the cost, cost-effectiveness, and reimbursement issues relevant to pharmacogenomic tests and services. Implement a pharmacogenomics-guided care plan in collaboration with the patient, caregivers, and other health professionals. Document pharmacogenomic test results in the electronic health record. Follow-up and monitor a pharmacogenomics-guided care plan. Collaborate as a member of an interprofessional clinical pharmacogenomics team. Identify patient populations that may be most likely to benefit from pharmacogenomic testing.  Identify genetic variations that predispose patients to adverse drug reactions and modify therapy accordingly to mitigate the risk.  Recognize the differences in pharmacogenomic allele frequencies among ancestry groups to guide appropriate test selection and maximize the appropriate use of medications in a population. Educate patients and professional colleagues on the benefits and limitations of pharmacogenomics to optimize drug therapy. Use a culturally-sensitive approach that considers potential ethical concerns when counseling patients about pharmacogenomic test results.  Use evidence-based resources and pharmacogenomics information to advance patient care. Oversee clinical pharmacogenomics operations. Fulfill a medication order considering the clinical implications of pharmacogenomics. Create a written plan for continuous professional development in clinical pharmacogenomics.

---

DISCLAIMER STATEMENT

The information presented at this activity represents the views and opinions of the individual presenters, and does not constitute the opinion or endorsement of, or promotion by, the UPMC Center for Continuing Education in the Health Sciences, UPMC / University of Pittsburgh Medical Center or Affiliates and University of Pittsburgh School of Medicine.  Reasonable efforts have been taken intending for educational subject matter to be presented in a balanced, unbiased fashion and in compliance with regulatory requirements. However, each program attendee must always use his/her own personal and professional judgment when considering further application of this information, particularly as it may relate to patient diagnostic or treatment decisions including, without limitation, FDA-approved uses and any off-label uses.

PLANNING COMMITTEE

	Philip Empey, PharmD, PhD,  FCCP Associate Professor, Pharmacy and Therapeutics, Associate Director, Institute of Precision Medicine; University of Pittsburgh School of Pharmacy (Course Director)
	James Coons, PharmD, FCCP, FACC, BCCP Professor, Pharmacy and Therapeutics, PGY2 Cardiology Residency Program Director, University of Pittsburgh School of Pharmacy
	Lucas Berenbrok, PharmD, MS, BCACP, TTS Associate Professor, Pharmacy and Therapeutics, University of Pittsburgh School of Pharmacy
	Ashley Stewart, EdD, MA Instructional Designer, University of Pittsburgh School of Pharmacy
	Deepak Voora, MD  Executive Director, VA National Pharmacogenomics Program VA Central Office, Washington, DC
	Jill Bates PharmD, MS, BCOP, DipACLM, FASHP Deputy Executive Director, VA National Pharmacogenomics Program VA Central Office, Washington, DC
	Trina Walker, DNP, APRN, FNP-C Assistant Professor, Nursing Creighton University
	Nguyen Park, MS, PA-C President and Founder, Society of PAs in Genetics/Genomics

---

PRENSENTERS (ALPHABETICAL ORDER)

	Lucas Berenbrok, PharmD, MS, BCACP, TTS Associate Professor, Pharmacy and Therapeutics, University of Pittsburgh School of Pharmacy
	Kelly Caudle, PharmD, PhD, BCPS, FCCP Associate Member, St. Jude Children's Research Hospital CPIC Director
	James Coons, PharmD, FCCP, FACC, BCCP Professor, Pharmacy and Therapeutics, PGY2 Cardiology Residency Program Director, University of Pittsburgh School of Pharmacy
	Philip Empey, PharmD, PhD,  FCCP Associate Professor, Pharmacy and Therapeutics, Associate Director, Institute of Precision Medicine; University of Pittsburgh School of Pharmacy
	Mylynda Massart, MD, PhD Associate Professor, Department of Family Medicine Primary Care Precision Medicine University of Pittsburgh
	Lisa Parker, PhD Director, Center for Bioethics and Health Law University of Pittsburgh
	Katherine Robinson, PharmD, MS, BCPS Clinical Pharmacogenomics Pharmacist University of Pittsburgh School of Pharmacy
	Sara Rogers, PharmD Clinical Assistant Professor Texas A&M University
	Kayla Rowe, PharmD Clinical Pharmacogenomics Fellow University of Pittsburgh
	Robert Schuck, PharmD, PhD Deputy Director, Division of Translational and Precision Medicine Office of Clinical Pharmacology Center for Drug Evaluation and Research US Food and Drug Administration
	Todd Skaar, MS, PhD Professor, Clinical Pharmacology Indiana University School of Medicine
	James Stevenson, PharmD, MS Assistant Professor, Departments of Medicine and Pharmacology & Molecular Sciences Johns Hopkins University School of Medicine
	Emma Tillman, PharmD, PhD Associate Research Professor, Division of Clinical Pharmacology Indiana University School of Medicine
	Michelle Whirl-Carrillo, PhD Principal Investigator and Director, PharmGKB Department of Biomedical Data Science Stanford University

---

CONFLICT OF INTEREST

No members of the planning committee, speakers, presenters, authors, content reviewers and/or anyone else in a position to control the content of this education activity have relevant financial relationships with any entity producing, marketing, re-selling, or distributing health care goods or services, used on, or consumed by, patients to disclose.

ACCREDITATION

In support of improving patient care, the University of Pittsburgh is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME) and the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

Pharmacy (CPE)

This knowledge-based activity provides 20.0 contact hours of continuing pharmacy education credit.

Physician (CME)

The University of Pittsburgh designates this live activity for a maximum of 20.0 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Nursing (CNE)

The maximum number of hours awarded for this Continuing Nursing Education activity is 20.0 contact hours.

Physician Assistant (AAPA)

The University of Pittsburgh has been authorized by the American Academy of PAs (AAPA) to award AAPA Category 1 CME credits for activities planned in accordance with AAPA CME Criteria. This activity is designated for 20.0 AAPA Category 1 CME credits. PAs should only claim credit commensurate with the extent of their participation.  

Other healthcare professionals

Will receive a certificate of attendance confirming the number of contact hours commensurate with the extent of participation in this activity.

---

HOW TO OBTAIN CONTINUING EDUCATION

Continuing education can be claimed for the above learner groups. Learners must complete the full program (all modules, attain grades of 80% or higher on assessments, and participate in the live session) as well as submit the required information to the CE office (e.g. profile information and evaluations) prior to the deadline to receive continuing education credit. Partial credit will not be awarded.

Test2LearnTM is an award-winning training approach where you can work with real genetic data to learn pharmacogenomics. You can experience personal genomics testing just like your patients or work with anonymous data. Interactive exercises and real world cases increase the fidelity of education and make training fun. Learn all about our learning outcomes by clicking on the logo to the left.

Test2Learn^TM is an award-winning training approach where you can work with real genetic data to learn pharmacogenomics. You can experience personal genomics testing just like your patients or work with anonymous data.  Interactive exercises and real world cases increase the fidelity of education and make training fun.  Learn all about our learning outcomes by clicking on the logo to the left. 

COURSE DIRECTOR

	Philip Empey, PharmD, PhD,  FCCP Associate Professor, Pharmacy and Therapeutics, Associate Director, Institute of Precision Medicine; University of Pittsburgh School of Pharmacy
	James Coons, PharmD, FCCP, FACC, BCCP Professor, Pharmacy and Therapeutics, PGY2 Cardiology Residency Program Director, University of Pittsburgh School of Pharmacy
	Lucas Berenbrok, PharmD, MS, BCACP, TTS Associate Professor, Pharmacy and Therapeutics, University of Pittsburgh School of Pharmacy
	Ashley Stewart, EdD, MA Instructional Designer, University of Pittsburgh School of Pharmacy
	Deepak Voora, MD  Executive Director, VA National Pharmacogenomics Program VA Central Office, Washington, DC
	Jill Bates PharmD, MS, BCOP, DipACLM, FASHP Deputy Executive Director, VA National Pharmacogenomics Program VA Central Office, Washington, DC
	Trina Walker, DNP, APRN, FNP-C Assistant Professor, Nursing Creighton University
	Nguyen Park, MS, PA-C President and Founder, Society of PAs in Genetics/Genomics

---

CONFLICT OF INTEREST

No members of the planning committee, speakers, presenters, authors, content reviewers and/or anyone else in a position to control the content of this education activity have relevant financial relationships with any entity producing, marketing, re-selling, or distributing health care goods or services, used on, or consumed by, patients to disclose.

SELF-PACED, ONLINE STUDY

• To be completed in advance of the live program date.
  
  

---

FACULTY-LED, LIVE PROGRAM

Live portion of this program will be led by:
- Rebecca Graham, Sarai Ibrahim, and Jenna Carmichael

Day	Time
October 16, 2024	12 pm - 4 pm

(All times eastern and conducted over Microsoft Teams)

TARGET AUDIENCE

All healthcare professionals

---

LEARNING MODULES

Self-paced, online study Precision medicine and PGx (2 units) Foundations of PGx (4 units) PGx testing (3 units) PGx decision making (6 units)  PGx in clinical practice (7 units) Keys to successful implementation (3 units)

Live session Variation: One size does not fit all Using of trustworthy online information  How does a lab assign diplotypes Phenotypes to recommendations Decision making in practice: working through complex cases Developing PGx patient care plans Advancing your successful implementation and Wrap Up

---

LEARNING OBJECTIVES

Upon completion of this activity, participants should be able to:

Foundational Genetics Concepts (FG)

Explain basic genetics concepts using appropriate nomenclature. Recognize the combined impact of genetic, behavioral, social, and environmental factors in the manifestation of disease and drug response. Identify drug- and disease-associated genetic variations that facilitate development of prevention, diagnostic, and treatment strategies. Differentiate between the clinical diagnosis of disease informed by genetics and the identification of genetic predisposition to disease. Assess differences in genetic testing technologies, including sequencing and genotyping. Recognize the legal protections against discrimination based on genetic test results.

Clinical PGx (CP)

Identify pharmacogenomic test results that are relevant to a patient’s care. Interpret pharmacogenomic test results, including translating genotype to phenotype to drug therapy recommendation.  Determine the impact of genetic variation on pharmacokinetics and/or pharmacodynamics.  Identify medication-related problems that may be related to genetic variability, even when a pharmacogenomic test has not been done. Recognize disease implications of pharmacogenomic test results and refer the patient to a genetics-trained healthcare provider when necessary. Use family history to assess predisposition to disease and drug response.  Assess the quality and source of existing pharmacogenomic test results. Distinguish between actionable and non-actionable pharmacogenomic test results using high-quality, evidence-based pharmacogenomics databases and clinical guidelines.  Integrate pharmacogenomic test results with other clinical variables to optimize medication therapy. Recommend pharmacogenomic testing when appropriate. Consider the cost, cost-effectiveness, and reimbursement issues relevant to pharmacogenomic tests and services. Implement a pharmacogenomics-guided care plan in collaboration with the patient, caregivers, and other health professionals. Document pharmacogenomic test results in the electronic health record. Follow-up and monitor a pharmacogenomics-guided care plan. Collaborate as a member of an interprofessional clinical pharmacogenomics team. Identify patient populations that may be most likely to benefit from pharmacogenomic testing.  Identify genetic variations that predispose patients to adverse drug reactions and modify therapy accordingly to mitigate the risk.  Recognize the differences in pharmacogenomic allele frequencies among ancestry groups to guide appropriate test selection and maximize the appropriate use of medications in a population. Educate patients and professional colleagues on the benefits and limitations of pharmacogenomics to optimize drug therapy. Use a culturally-sensitive approach that considers potential ethical concerns when counseling patients about pharmacogenomic test results.  Use evidence-based resources and pharmacogenomics information to advance patient care. Oversee clinical pharmacogenomics operations. Fulfill a medication order considering the clinical implications of pharmacogenomics. Create a written plan for continuous professional development in clinical pharmacogenomics.

---

DISCLAIMER STATEMENT

The information presented at this activity represents the views and opinions of the individual presenters, and does not constitute the opinion or endorsement of, or promotion by, the UPMC Center for Continuing Education in the Health Sciences, UPMC / University of Pittsburgh Medical Center or Affiliates and University of Pittsburgh School of Medicine.  Reasonable efforts have been taken intending for educational subject matter to be presented in a balanced, unbiased fashion and in compliance with regulatory requirements. However, each program attendee must always use his/her own personal and professional judgment when considering further application of this information, particularly as it may relate to patient diagnostic or treatment decisions including, without limitation, FDA-approved uses and any off-label uses.

ACCREDITATION

In support of improving patient care, the University of Pittsburgh is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME) and the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

Pharmacy (CPE)

This knowledge-based activity provides 20.0 contact hours of continuing pharmacy education credit.

Physician (CME)

The University of Pittsburgh designates this live activity for a maximum of 20.0 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Nursing (CNE)

The maximum number of hours awarded for this Continuing Nursing Education activity is 20.0 contact hours.

Physician Assistant (AAPA)

The University of Pittsburgh has been authorized by the American Academy of PAs (AAPA) to award AAPA Category 1 CME credits for activities planned in accordance with AAPA CME Criteria. This activity is designated for 20.0 AAPA Category 1 CME credits. PAs should only claim credit commensurate with the extent of their participation.  

Other healthcare professionals

Will receive a certificate of attendance confirming the number of contact hours commensurate with the extent of participation in this activity.

---

HOW TO OBTAIN CONTINUING EDUCATION

Continuing education can be claimed for the above learner groups. Learners must complete the full program (all modules, attain grades of 80% or higher on assessments, and participate in the live session) as well as submit the required information to the CE office (e.g. profile information and evaluations) prior to the deadline to receive continuing education credit. Partial credit will not be awarded.

Test2Learn^TM is an award-winning training approach where you can work with real genetic data to learn pharmacogenomics. You can experience personal genomics testing just like your patients or work with anonymous data.  Interactive exercises and real world cases increase the fidelity of education and make training fun.  Learn all about our learning outcomes by clicking on the logo to the left. 

PLANNING COMMITTEE

	Philip Empey, PharmD, PhD,  FCCP Associate Professor, Pharmacy and Therapeutics, Associate Director, Institute of Precision Medicine; University of Pittsburgh School of Pharmacy
	James Coons, PharmD, FCCP, FACC, BCCP Professor, Pharmacy and Therapeutics, PGY2 Cardiology Residency Program Director, University of Pittsburgh School of Pharmacy
	Lucas Berenbrok, PharmD, MS, BCACP, TTS Associate Professor, Pharmacy and Therapeutics, University of Pittsburgh School of Pharmacy
	Ashley Stewart, EdD, MA Instructional Designer, University of Pittsburgh School of Pharmacy
	Deepak Voora, MD  Executive Director, VA National Pharmacogenomics Program VA Central Office, Washington, DC
	Jill Bates PharmD, MS, BCOP, DipACLM, FASHP Deputy Executive Director, VA National Pharmacogenomics Program VA Central Office, Washington, DC
	Trina Walker, DNP, APRN, FNP-C Assistant Professor, Nursing Creighton University
	Nguyen Park, MS, PA-C President and Founder, Society of PAs in Genetics/Genomics

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CONFLICT OF INTEREST

No members of the planning committee, speakers, presenters, authors, content reviewers and/or anyone else in a position to control the content of this education activity have relevant financial relationships with any entity producing, marketing, re-selling, or distributing health care goods or services, used on, or consumed by, patients to disclose.

SELF-PACED, ONLINE STUDY To be completed in advance of the live program date.

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FACULTY-LED, LIVE PROGRAM

Live portion of this program will be led by Dr. Landry Kamdem Kamdem

TARGET AUDIENCE

All healthcare professionals

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LEARNING MODULES

Self-paced, online study Precision medicine and PGx (2 units) Foundations of PGx (4 units) PGx testing (3 units) PGx decision making (6 units)  PGx in clinical practice (7 units) Keys to successful implementation (3 units)

Live session Variation: One size does not fit all Using of trustworthy online information  How does a lab assign diplotypes Phenotypes to recommendations Decision making in practice: working through complex cases Developing PGx patient care plans Advancing your successful implementation and Wrap Up

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LEARNING OBJECTIVES

Upon completion of this activity, participants should be able to:

Foundational Genetics Concepts (FG)

Explain basic genetics concepts using appropriate nomenclature. Recognize the combined impact of genetic, behavioral, social, and environmental factors in the manifestation of disease and drug response. Identify drug- and disease-associated genetic variations that facilitate development of prevention, diagnostic, and treatment strategies. Differentiate between the clinical diagnosis of disease informed by genetics and the identification of genetic predisposition to disease. Assess differences in genetic testing technologies, including sequencing and genotyping. Recognize the legal protections against discrimination based on genetic test results.

Clinical PGx (CP)

Identify pharmacogenomic test results that are relevant to a patient’s care. Interpret pharmacogenomic test results, including translating genotype to phenotype to drug therapy recommendation.  Determine the impact of genetic variation on pharmacokinetics and/or pharmacodynamics.  Identify medication-related problems that may be related to genetic variability, even when a pharmacogenomic test has not been done. Recognize disease implications of pharmacogenomic test results and refer the patient to a genetics-trained healthcare provider when necessary. Use family history to assess predisposition to disease and drug response.  Assess the quality and source of existing pharmacogenomic test results. Distinguish between actionable and non-actionable pharmacogenomic test results using high-quality, evidence-based pharmacogenomics databases and clinical guidelines.  Integrate pharmacogenomic test results with other clinical variables to optimize medication therapy. Recommend pharmacogenomic testing when appropriate. Consider the cost, cost-effectiveness, and reimbursement issues relevant to pharmacogenomic tests and services. Implement a pharmacogenomics-guided care plan in collaboration with the patient, caregivers, and other health professionals. Document pharmacogenomic test results in the electronic health record. Follow-up and monitor a pharmacogenomics-guided care plan. Collaborate as a member of an interprofessional clinical pharmacogenomics team. Identify patient populations that may be most likely to benefit from pharmacogenomic testing.  Identify genetic variations that predispose patients to adverse drug reactions and modify therapy accordingly to mitigate the risk.  Recognize the differences in pharmacogenomic allele frequencies among ancestry groups to guide appropriate test selection and maximize the appropriate use of medications in a population. Educate patients and professional colleagues on the benefits and limitations of pharmacogenomics to optimize drug therapy. Use a culturally-sensitive approach that considers potential ethical concerns when counseling patients about pharmacogenomic test results.  Use evidence-based resources and pharmacogenomics information to advance patient care. Oversee clinical pharmacogenomics operations. Fulfill a medication order considering the clinical implications of pharmacogenomics. Create a written plan for continuous professional development in clinical pharmacogenomics.

Learners will receive a micro-credential (digital badge) and certificate of completion.

Test2Learn^TM is an award-winning training approach where you can work with real genetic data to learn pharmacogenomics. You can experience personal genomics testing just like your patients or work with anonymous data.  Interactive exercises and real world cases increase the fidelity of education and make training fun.  Learn all about our learning outcomes by clicking on the logo to the left. 

PLANNING COMMITTEE

	Philip Empey, PharmD, PhD,  FCCP Associate Professor, Pharmacy and Therapeutics, Associate Director, Institute of Precision Medicine; University of Pittsburgh School of Pharmacy
	James Coons, PharmD, FCCP, FACC, BCCP Professor, Pharmacy and Therapeutics, PGY2 Cardiology Residency Program Director, University of Pittsburgh School of Pharmacy
	Lucas Berenbrok, PharmD, MS, BCACP, TTS Associate Professor, Pharmacy and Therapeutics, University of Pittsburgh School of Pharmacy
	Ashley Stewart, EdD, MA Instructional Designer, University of Pittsburgh School of Pharmacy
	Deepak Voora, MD  Executive Director, VA National Pharmacogenomics Program VA Central Office, Washington, DC
	Jill Bates PharmD, MS, BCOP, DipACLM, FASHP Deputy Executive Director, VA National Pharmacogenomics Program VA Central Office, Washington, DC
	Trina Walker, DNP, APRN, FNP-C Assistant Professor, Nursing Creighton University
	Nguyen Park, MS, PA-C President and Founder, Society of PAs in Genetics/Genomics

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CONFLICT OF INTEREST

No members of the planning committee, speakers, presenters, authors, content reviewers and/or anyone else in a position to control the content of this education activity have relevant financial relationships with any entity producing, marketing, re-selling, or distributing health care goods or services, used on, or consumed by, patients to disclose.

SELF-PACED, ONLINE STUDY To be completed in advance of the live program date.

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FACULTY-LED, LIVE PROGRAM

Live portion of this program will be led by Dr. Vicky Belousova 

TARGET AUDIENCE

All healthcare professionals

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LEARNING MODULES

Self-paced, online study Precision medicine and PGx (2 units) Foundations of PGx (4 units) PGx testing (3 units) PGx decision making (6 units)  PGx in clinical practice (7 units) Keys to successful implementation (3 units)

Live session Variation: One size does not fit all Using of trustworthy online information  How does a lab assign diplotypes Phenotypes to recommendations Decision making in practice: working through complex cases Developing PGx patient care plans Advancing your successful implementation and Wrap Up

---

LEARNING OBJECTIVES

Upon completion of this activity, participants should be able to:

Foundational Genetics Concepts (FG)

Explain basic genetics concepts using appropriate nomenclature. Recognize the combined impact of genetic, behavioral, social, and environmental factors in the manifestation of disease and drug response. Identify drug- and disease-associated genetic variations that facilitate development of prevention, diagnostic, and treatment strategies. Differentiate between the clinical diagnosis of disease informed by genetics and the identification of genetic predisposition to disease. Assess differences in genetic testing technologies, including sequencing and genotyping. Recognize the legal protections against discrimination based on genetic test results.

Clinical PGx (CP)

Identify pharmacogenomic test results that are relevant to a patient’s care. Interpret pharmacogenomic test results, including translating genotype to phenotype to drug therapy recommendation.  Determine the impact of genetic variation on pharmacokinetics and/or pharmacodynamics.  Identify medication-related problems that may be related to genetic variability, even when a pharmacogenomic test has not been done. Recognize disease implications of pharmacogenomic test results and refer the patient to a genetics-trained healthcare provider when necessary. Use family history to assess predisposition to disease and drug response.  Assess the quality and source of existing pharmacogenomic test results. Distinguish between actionable and non-actionable pharmacogenomic test results using high-quality, evidence-based pharmacogenomics databases and clinical guidelines.  Integrate pharmacogenomic test results with other clinical variables to optimize medication therapy. Recommend pharmacogenomic testing when appropriate. Consider the cost, cost-effectiveness, and reimbursement issues relevant to pharmacogenomic tests and services. Implement a pharmacogenomics-guided care plan in collaboration with the patient, caregivers, and other health professionals. Document pharmacogenomic test results in the electronic health record. Follow-up and monitor a pharmacogenomics-guided care plan. Collaborate as a member of an interprofessional clinical pharmacogenomics team. Identify patient populations that may be most likely to benefit from pharmacogenomic testing.  Identify genetic variations that predispose patients to adverse drug reactions and modify therapy accordingly to mitigate the risk.  Recognize the differences in pharmacogenomic allele frequencies among ancestry groups to guide appropriate test selection and maximize the appropriate use of medications in a population. Educate patients and professional colleagues on the benefits and limitations of pharmacogenomics to optimize drug therapy. Use a culturally-sensitive approach that considers potential ethical concerns when counseling patients about pharmacogenomic test results.  Use evidence-based resources and pharmacogenomics information to advance patient care. Oversee clinical pharmacogenomics operations. Fulfill a medication order considering the clinical implications of pharmacogenomics. Create a written plan for continuous professional development in clinical pharmacogenomics.

Learners will receive a micro-credential (digital badge) and certificate of completion.