VENUE
Novotel Liverpool Centre
40 Hanover Street
Liverpool
L1 4LN
Website: https://all.accor.com/hotel/6495/index.en.shtml
Telephone: +44 (0)151 702 5100
Car parking: Parking MUST be pre-booked via this link: https://www.q-park.co.uk/en-gb/cities/liverpool/hanover-street/. Enter code NHHS30 at the car park to receive a 30% discount before you make the payment. Select 'Multiple Entry/Exit box' at the time of booking.
Public transport: Liverpool Central train station is only a 4 min walk to the hotel and Liverpool Lime Street train station is a 10 minute walk to the hotel.
ACCOMMODATION
Accommodation is available on an en-suite, single occupancy, bed and breakfast basis.
B&B per night: GBP 110.00
Accommodation is available from Wednesday 05 June 2024. Please note this course starts at 09:00 on Thursday 06 June 2024.
Accommodation address:
Novotel Liverpool Centre
40 Hanover Street
Liverpool
L1 4LN
Telephone: +44 (0)151 702 5100
Website: https://all.accor.com/hotel/6495/index.en.shtml
COURSE DINNER
The faculty would be delighted if you could join them for a 3 course dinner, including wine and soft drinks on Thursday 6 June 2024.
Course dinner is Thursday 06 June 2024
Cost: GBP 36.00
OBJECTIVES
PET2 has been developed to improve practice within childhood epilepsies. It is a 2-day course, consisting of lectures and interactive workshops.
PET2 concentrates on general aspects of the epilepsies (history taking, differential diagnosis, investigation etc) and epilepsies encountered in infants and young children. PET3 concentrates on epilepsies presenting in older children and adolescents. Paediatricians managing children with epilepsy should attend PET1, PET2 and PET3.
By the end of PET2, participants will be able to:
- Demonstrate the wide differential diagnosis in paroxysmal events in children and young people
- Improve diagnostic accuracy and gain insight into uncertainty
- Explore the differential diagnosis within epilepsies
- Introduce a structured approach to considering epileptic seizures and epilepsies
- Gain improved understanding of EEG reports
- Understand the association between epilepsy and learning difficulties, autism, and cerebral palsy
- Optimise initial treatment choices
- Consider the wide spectrum of epileptic seizures, electroclinical syndromes and non-epileptic events in infancy
- Review the clinical features and management of West Syndrome
- Understand blank episodes and epilepsies with absence seizures
- Improve knowledge of common 'focal epilepsy syndromes'
- Know the criteria for involvement of a paediatric neurologist
- Understand the concept of an epileptic encephalopathy
- Establish aims and approach to 'difficult epilepsies'
This PET2 course is sponsored by Destin. Desitin has had no control or input into the educational content of this course.
PROGRAMME
Day 1: The history, appearance, diagnosis and investigation of paroxysmal episodes
| 09.00-09.30 |
Registration, tea and coffee |
|
| 09.30-09.40 |
Welcome and introductions |
Whole group |
| 09.40-10.20 |
The epileptic or non-epileptic quiz? |
Whole group |
| 10.20-11.00 |
Improving accuracy of diagnosis |
Workshop |
| 11.00-11.30 |
An approach to differential diagnoses |
Workshop |
| 11.30-11.50 |
Tea and coffee break |
|
| 11.50-12.25 |
The diagnosis of epilepsies |
Whole group |
| 12.25-13.00 |
Effective EEG in principle |
Whole group |
| 13.00-14.00 |
Lunch |
|
| 14.00-14.40 |
Effective EEG in practice |
Workshop |
| 14.40-15.40 |
Epilepsy and disability |
Workshop |
| 15.40-16.00 |
Tea and coffee break |
|
| 16.00-17.00 |
To 'treat' or 'not to treat' |
Simulation |
| 17.00-17.15 |
Any questions? |
Whole group |
| 17.15 |
Close |
|
| 19.30 |
Course dinner for those who have booked |
|
Day 2: Epileptic and non-epileptic disorders presenting in infancy and early childhood
| 09.00-09.30 |
Registration, tea and coffee |
|
| 09.30-09.35 |
Introduction |
Whole group |
| 09.35-10.20 |
Seizures in infants |
Whole group |
| 10.20-11.10 |
Epileptic spasms |
Workshop |
| 11.10-11.30 |
Tea and coffee break |
|
| 11.30-12.10 |
Self-limited and pharmaco-responsive focal childhood epilepsies |
Workshop |
| 12.10-13.10 |
Complex epilepsies of early childhood |
Whole group |
| 13.10-14.00 |
Lunch |
|
|
14.00-14.40
|
Complex epilepsies in practice |
Workshop |
| 14.40-15.00 |
Tea and coffee break |
|
| 15.00-15.50 |
Blank episodes in the young child |
Whole group |
| 15.50-16.00 |
Feedback and closing questions |
Whole group |
| 16.00 |
Close |
|
WHO IS THIS COURSE FOR?
PET2 has been developed to improve practice within childhood epilepsies. It is suitable for those involved in delivering secondary level care to children with epilepsy.
- Consultant paediatricians and community paediatricians, especially those with particular expertise or responsibility for children with epilepsy
- General practitioners who have, or are developing, an expertise in paediatric epilepsy
- Consultant neurophysiologists
- Epilepsy nurse specialists
- Trainees in paediatrics, paediatric neurology and neurodisability, but only after undertaking a PET1 course
Please note, it is recommended that all those undertaking a PET2 course consider attending a PET1 course first.
If you are not currently a practising clinician or you hold a different job role to those listed above, please contact a member of the Short Course Team on +44 (0)1204 526002 or email us at info@bpna.org.uk to discuss if you should attend this course.
MAPPING TO GENERAL PAEDIATRIC COMPETENCIES
|
Mapping of BPNA PET courses to General Paediatric Competencies
Based on Curriculum for Paediatric Training, General Paediatrics, Level 1, 2 and 3 Training, Sept 2010. RCPCH. Produced 2011
|
| General Competences |
Level 1
(ST1)
|
Level 2
(ST4)
|
Level 3
(ST6)
|
|
| Have the knowledge and skills to be able to initiate management of children with neurological and neurodisabling conditions in acute settings and know when and whom to call for help |
x |
|
|
PET 1 |
| Understand the lifeâ€threatening nature of acute neurological deterioration and when to call for help |
x |
|
|
PET 1 |
| Be able to recognise, initiate diagnostic tests and outline the management of common disorders |
x |
|
|
PET 1 |
| Understand the principles and use of neuroâ€radiological imaging |
x |
|
|
PET 1 |
| Have a basic understanding and experience of neuroâ€physiological tests |
x |
|
|
PET 1 |
| Understand the principles of prescribing and monitoring therapy |
x |
|
|
PET 1
PET 2&3 |
| Seizures |
| Know the common causes of seizures in newborn babies and children |
x |
|
|
PET 1 |
| Be aware of common epileptic syndromes |
x |
|
|
PET 1 |
| Understand the principles of initial and continuing anticonvulsant therapy in babies and children |
x |
|
|
PET 1 |
| Begin to understand the links between epilepsy and behaviour problems |
x |
|
|
PET 1 |
| Understand the place and principles of the EEG and neuroâ€imaging in investigation |
x |
|
|
PET 1
PET 2&3 |
| Know about the long term implications of epilepsy |
x |
|
|
PET 1
PET 2 |
| Know about common epileptic syndromes |
|
x |
|
PET 1
PET 2&3 |
| Understand the links between epilepsy and behaviour problems |
|
x |
|
PET 2&3 |
| Know about the long term implications of epilepsy, including different epilepsy syndromes and the risk of learning difficulties, accident or sudden death |
|
x |
|
PET 2&3 |
| Be able to initiate treatment for acute continuing seizures |
x |
|
|
PET 1 |
| Be able to form a differential diagnosis |
x |
|
|
PET 1
PET 2&3 |
| Work effectively with the multidisciplinary team |
x |
|
|
PET 1
PET 2&3 |
| Be able to refer to intensive care teams appropriately and maintain patient safety until that team takes over |
|
x |
|
|
| Be able to decide initial and continuing anticonvulsant therapy in babies and children |
|
x |
|
PET 2&3 |
| Be able to advise parents about education and safety |
|
x |
|
PET 1 |
| Faints and Funny turns |
| Be able to form a differential diagnosis for faints and ‘funny turns’ |
x |
|
|
PET 1 |
| Understand the investigations that may differentiate between these causes |
x |
|
|
PET 1 |
| Be able to initiate the investigations that may differentiate between these causes |
|
x |
|
PET 1
PET 2&3 |
| Be able to make a likely diagnosis |
x |
|
|
PET 1
PET 2&3 |
| Be able to explain likely diagnoses to parents |
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