PET2 Cambridge (part of PET week), 29-30 October 2019Course Duration: 2-days
Cost: GBP 395.00
Reduced Cost: GBP 350.00
Total Course Places: 48 (37 standard places currently available; 5 reduced rate places available)
CPD Points: 12. You will be able to download a pdf of your CPD certificate following attendance at the course.
Download pre course reading
Read more about PET courses
Telephone: +44 (0)1223 335900
Car parking: A limited number of free car parking spaces are available on a first come, first served basis. Please email email@example.com if you require a space. Nearby on street car parking can be found on Granchester or Barton road
Public transport: Cambridge train station is approx. 10 minutes away by taxi. Cambridge International airport is close by and London Heathrow airport is approx. 30 minutes away by taxi.
Accommodation is available at Wolfson college in en suite student accommodation. PLEASE NOTE that the rooms are very basic and this is reflected in the price. If you wish to book your own accommodation there are several hotels nearby.
B&B per night: GBP 75.00
Accommodation is available from Monday 28 October 2019. Please note this course starts at 9.00am on Tuesday 29 October 2019.
Telephone: +44 (0)1223 335900
The faculty would be delighted if you could join them for a 3 course dinner, including wine and soft drinks on Tuesday 29 October 2019.
Course dinner is Tuesday 29 October 2019
Cost: GBP 45.00
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'
Day 1: The history, appearance, differential diagnosis and investigation of paroxysmal episodes
|09.00-09.30||Registration with 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||Lecture|
|12.25-12.50||Effective EEG in principle||Lecture|
|12.50-13.30||Effective EEG in practice||Workshop|
|14.15-15.15||Epilepsy and disability||Workshop|
|15.15-15.35||Tea and coffee break|
|15.35-16.35||To 'treat' or 'not to treat'||Workshop|
|16.35-16.45||Any questions?||Whole group|
|19.30||Course dinner for those who have booked|
Day 2: The diagnosis, investigation and management of epileptic and non epileptic disorders presenting in infancy and early childhood
|09.00-09.30||Registration with tea and coffee|
|09.35-10.20||Seizures in infants||Lecture|
|11.10-11.30||Tea and coffee break|
|11.30-12.20||Blank episodes in the young child||Lecture|
|12.20-13.00||Self-limited and pharmaco-responsive focal childhood epilepsies||Workshop|
|Complex epilepsies of early childhood||Lecture|
|15.00-15.15||Tea and coffee break|
|15.15-15.55||Complex epilepsies in practice||Workshop|
|15.55-16.00||Feedback and closing questions||Whole group|
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 firstname.lastname@example.org 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
|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
|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
|Know about the long term implications of epilepsy||x||PET 1
|Know about common epileptic syndromes||x||PET 1
|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
|Work effectively with the multidisciplinary team||x||PET 1
|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
|Be able to make a likely diagnosis||x||PET 1
|Be able to explain likely diagnoses to parents||x||PET 1