Nutrigenomics and Nutritional Epigenetics – the State of the Science in Academia
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Nutrigenomics and Nutritional Epigenetics – The State of the Science in Academia THESIS Presented in Partial Fulfillment of the Requirements for the Degree Master of Science in the Graduate School of The Ohio State University By Kimberly Coile Grosh Graduate Program in Human Ecology The Ohio State University 2011 Master's Examination Committee: Lydia Medeiros, Advisor Amanda Bird Copyrighted by Kimberly Coile Grosh 2011 Abstract Nutrigenomics and epigenetics are not yet independent professional degrees in American graduate academia. Further, where in professional science this union between environmental and genetic regulation of health and disease state belongs isn't well characterized. The objectives of this study were to determine which American colleges or universities are training and researching in nutrigenomics and epigenetics, and what might characterize the successful training and research for professional development of such academic fields. We hypothesized that schools with strong supportive academics and funding would be the most likely to train and research in nutrigenomics and epigenetics. To test this hypothesis an internet survey of government-supported databases was conducted to determine which schools were producing the most graduates and receiving the most funding in supportive academics and research. An online questionnaire was then sent to academic and/or research program directors of nutrition, genetics, or related departments to directly measure the presence of, characteristics of, and perspectives on nutrigenomics and epigenetics in academic science. There was a general consensus found for the terminology of nutrigenomics and epigenetics, and for the relevance of nutrigenomics across science disciplines. At least 40% of schools offering doctoral degrees in nutrition and/or genetics have three or more supporting ii academics or funding fields in the 25th percentile for that field, and approximately 22% have both. Almost half of schools (> 41%) have specialized research grants in gene- environment studies, epigenetics/epigenomics, or both. Stronger academics were found more often than stronger funding in specialized research grant-awarded schools. Over a quarter of directly surveyed institutions (27%) reported current training or research (interdisciplinary programs) in nutrigenomics, 67% in epigenetics, and 17% in both. Most institutions (80%) are planning to further incorporate nutrigenomics and/or epigenetics, and 88% feel they should be studied concurrently. While institutions with comprehensive research across cancer, medicine, the biological sciences, and public health were major researchers, it was not funding, or one specific discipline that determined the extent of nutrigenomic and epigenetic research. Nutrigenomics and epigenetics are found more often at institutions as interdisciplinary-based programs, however, recommendations given most often as preparatory for graduate study in nutrigenomics was nutrition and biochemistry with supporting genetics coursework. iii Acknowledgments When studying in the nutrition discipline and erring to the side of wellness and preventive care, one often defaults to the larger picture: my private life, family, workplace, and personal space have all been displaced by this project. So, I thank all I care about for their enduring patience and care. Professionally, Colleen Spees, Martha Belury, and Amanda Bird each inspired me in my professional direction. However, it was Lydia Medeiros and her team, including Alyssa Mark and Janet Buffer, who got me safely to the gate. Dr Medeiros trained me in the focus, organization, and professional development that can‟t be learned in a classroom, but that will be needed in every future venture. More importantly, she was the one who never left my side, who never lost faith, and who never scorned my often inappropriate independence. She is a wise mentor, a respected educator, and an unexpectedly wonderful friend. Dr. Lydia Medeiros, you know I will be forever grateful. iv Vita June 1995 .......................................................Upper Arlington High School 2009................................................................B.S. Dietetics, The Ohio State University 2009 to present ..............................................Graduate Teaching Associate, Department of Human Nutrition, The Ohio State University Fields of Study Major Field: Human Ecology Human Nutrition v Table of Contents Abstract ............................................................................................................................... ii Acknowledgments.............................................................................................................. iv Vita ...................................................................................................................................... v Table of Contents ............................................................................................................... vi List of Tables .................................................................................................................... vii List of Figures .................................................................................................................. viii List of Charts……………………………………………………………………………..ix Chapter 1. Introduction and Rationale…………………………………………………….1 Chapter 2. Literature Review .............................................................................................. 6 Chapter 3. Nutrigenomics and Nutritional Epigenetics - the State of the Science in American Academia.......................................................................................................... 12 Chapter 4. Epilogue .......................................................................................................... 34 References………………………………………………………………………………..36 Appendix A.1. Detailed Database Searches…………………………………………….399 Appendix B.1. Study 1 Raw Data ..................................................................................... 41 Appendix C.1. Questionnaire ............................................................................................ 45 Appendix D.1. Study 2 Invitiation Letter and Consent Form…………………………..49 Appendix E.1. Detailed Ranking Data .............................................................................. 52 vi Appendix F.1. Study 2 raw data - individual text responses for open-ended questions ... 56 vii List of Tables Table 3.1 Characteristics of Gene-Environment Initiative (GEI) awarded schools showing top academics and funding and specialized research ........................................................ 19 Table 3.2. Characteristics of Roadmap Epigenetics Project grant awarded schools showing top academics, top funding, and specialized research…...........................…..21 Table 3.3. Characteristics of schools logistically affiliated with a nutrigenomic research center showing top academics, top funding, and specialized research………………......22 Table 3.4. Current academic training in nutrigenomics and epigenetics as reprorted by all participants…………………………………………………………………………..…...26 Table 3.5. Perceived benefits of industry-acacemic partnerships for utrigenomics……..27 Table 3.6. Perceived challenges to researching or training in nutrigenomics…….……..28 Table 3.7. Individual response recommendations for graduate academic preparation for nutrigenomic studies……………………………………………………………………..29 Table B. Study 1 raw data………………………………………………………….…….42 Table E. Top nutrition and genetics doctoral degree granting schools by academic and funding fields (detailed).…………………………………………………………….…..55 Table F. Study 2 individual text responses per question………………….……………..57 ii List of Figures Figure 3.1. American academic institutions (4 yr) training in nutrition and/or genetics according to the National Cent ics (NCES) College Navigator database ............. .15Error! Bookmark not defined. Figure 3.2. Nutrition and/or genetics doctoral degree granting schools of 82 that are in the upper quartile for supporting academics, funding, and specialized research……………18 Figure E. Occurences of 25th percentile per academic, funding, and specialized research fields for all nutrition and genetics doctorate degree granting schools (n=82)………….53 iii List of Charts Chart 3.1. Relevance of nutrigenomics to science and benefit of studying epigenetics and nutrigenomics concurrently…………………………….………………………………..25 1 Chapter 1: Introduction and Rationale Recent decades have ushered in new knowledge about the characteristics and treatments of disease states, namely, cancer, cardiovascular disease, and diabetes. The comprehensive findings of epidemiology and the spectrum of biological sciences, have negated the former presumption that the genetic, inherited code alone, determines who is at risk for disease and who becomes diseased (1). With the characterization of vitamin deficiencies and malnutrition, nutrition was the first basic science to document evidence of the bridge between nature, or genetic predisposition, and nurture, or environmental stimulus, in the progression of disease over wellness (2). The fields of nutritional genomics and epigenetics are newly developing disciplines, with complementary techniques and methodologies with which to discover fundamental mechanisms of wellness and disease (3-6). New understanding of the gene- environment interaction is revolutionizing science. Evolutionary biology, cell biology, cancer research, pharmacology, nutrition, genetics, and