Companion diagnostics for targeted therapy selection
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Companion diagnostics for targeted therapy selection
Companion diagnostics is a personalized medicine approach that involves using diagnostic tests to identify patients who are likely to benefit from a particular targeted therapy. Companion diagnostics can help healthcare providers select the most appropriate treatment for a patient, which can improve treatment outcomes and reduce the risk of adverse events.
Targeted therapies are drugs that are designed to interact with specific molecules or pathways that are involved in the development or progression of a disease. These therapies are often more effective than traditional chemotherapy because they can specifically target the underlying disease process without affecting healthy cells. However, targeted therapies may only be effective in patients who have specific genetic or molecular characteristics. This is where companion diagnostics come in.
Companion diagnostics are tests that can be used to identify patients who are most likely to benefit from a particular targeted therapy. These tests can help healthcare providers make informed treatment decisions, which can improve patient outcomes and reduce the risk of adverse events.
For example, in the treatment of breast cancer, there are a number of targeted therapies available that are designed to target specific molecular pathways that are involved in the development and progression of the disease. One of these therapies is Herceptin (trastuzumab), which targets the HER2 protein. However, Herceptin is only effective in patients who have HER2-positive breast cancer. Companion diagnostics can be used to identify patients who have HER2-positive breast cancer and who are therefore likely to benefit from treatment with Herceptin.
Another example of the use of companion diagnostics is in the treatment of non-small cell lung cancer (NSCLC). There are a number of targeted therapies available for the treatment of NSCLC, including drugs that target the EGFR (epidermal growth factor receptor) pathway. However, these therapies are only effective in patients who have specific EGFR mutations. Companion diagnostics can be used to identify patients who have these mutations and who are therefore likely to benefit from treatment with EGFR inhibitors.
Companion diagnostics can also be used to help healthcare providers make informed decisions about dosing and treatment duration. For example, some targeted therapies may only be effective in patients who have certain levels of the target molecule or pathway. Companion diagnostics can be used to measure these levels and to adjust dosing or treatment duration as necessary.
There are several different types of companion diagnostics, including immunohistochemistry (IHC), fluorescence in situ hybridization (FISH), and polymerase chain reaction (PCR). These tests can be performed on tissue samples or on blood samples, depending on the specific test and the disease being treated.
Despite the many benefits of companion diagnostics, there are also some challenges associated with their use. One of the main challenges is the development and validation of these tests. Companion diagnostics must be rigorously tested and validated to ensure that they are accurate and reliable. This can be a time-consuming and expensive process.
Another challenge is the availability and cost of these tests. Companion diagnostics are often developed and marketed by the same companies that produce the targeted therapies, which can make these tests expensive and difficult to access.
In conclusion, companion diagnostics are a valuable tool in the selection of targeted therapies for patients with specific genetic or molecular characteristics. These tests can help healthcare providers make informed treatment decisions, which can improve patient outcomes and reduce the risk of adverse events. However, the development and validation of companion diagnostics can be challenging, and these tests may not always be available or affordable. As personalized medicine continues to advance, it will be important to address these challenges to ensure that patients can benefit from the full potential of companion diagnostics and targeted therapies.
Companion diagnostics for targeted therapy selection
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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