VENUE
This PET3 course will be delivered online via zoom in a virtual environment. We will send registered attendees the link.
Telephone:
Car parking:
Public transport:
OBJECTIVES
PET3 focuses on epilepsies presenting in older children and adolescents and transition to adult services. (PET2 focuses on epilepsy in infants and younger children).
It is recommended that paediatric trainees and consultants attend PET2 and PET3. There is no requirement for adult neurology trainees and consultants to attend PET2, although you are very welcome.
PET3 is a 2-day course delivered by a faculty of Consultant Paediatric Neurologists and Consultant Paediatricians with a special interest in epilepsy. The format of the course consists of lectures and small group workshops (maximum 8 in each group).
By the end of the PET3 course, participants will be able to:
- understand reflex seizures and photosensitivity
- consider common and relevant diagnostic issues regarding episodes with headache and/or visual symptoms
- consider common and relevant diagnostic issues regarding nocturnal episodes
- consider presentations and differentials of episodes presenting as altered behaviour
- appreciate the variety and limitations of the available evidence for making an informed choice of anticonvulsant
- consider evidence base and treatment options applied to ‘real life’ scenarios
- consider common EEG pitfalls
- consider how EEG can occur with semiology
- explore different therapies which help children with ‘pharmaco-resistant epilepsy’
- improve our knowledge of regulation, risks and reasonable precaution
- discuss case studies in which epilepsy presents later in childhood and adolescence
- consider the practicalities of discussing risk of death and AEDs in pregnancy
- reflect on a range of strategies regarding risk communication
- discuss the importance of recognising common associated conditions in children with epilepsies
- consider effective communication strategies with young people and their families about their epilepsy and related issues
- explore the role of the clinician and specialist nurse in promoting independence of the young person
- discuss risks and benefits of AED withdrawal
This PET3 virtual course is sponsored by Destin. Desitin has had no control or input into the educational content of this course.
PROGRAMME
This is a 2-day course that will be delivered online in a virtual environment. You are expected to attend for the whole 2 days. Participation is expected at the course in order for you to recieve your certifcate.
The virtual course will be delivered in exactly the same way as the face-to-face course.
Day 1: Assessment and management of paroxysmal/childhood epilepsies occuring in older children and young adults
| 08.45-09.00 |
Arrvial/Registration |
|
| 09.00-09.20 |
Welcome and recap |
Whole group |
| 09.20-09.55 |
EEG pitfalls |
Whole group |
| 09.55-10.00 |
Screen Break |
|
| 10.00-10.45 |
Reflex epilepsies |
Whole group |
| 10.45-11.05 |
Tea and coffee break |
|
| 11.05-12.05 |
EEG and semiology |
Workshop |
| 12.05-12.45 |
Headaches and visual episodes |
Workshop |
| 12.45-13.30 |
Lunch |
|
| 13.30-14.15 |
Choosing drug treatments in principle |
Whole group |
| 14.15-15.15 |
Choosing drug treaments in practice |
Whole group |
| 15.15-15.30 |
Tea and coffee break |
|
| 15.30-16.30 |
Episodes at night |
Workshop |
| 16.30-17.30 |
Other therapies |
Whole group |
| 17.30-17.45 |
Questions |
Whole group |
| 17.45 |
Close |
|
Day 2: Young adults, diagnostic issues and efficient management, with a particular emphasis on the delivery a transition service
| 08.45-09.00 |
Arrvial/Registration |
|
| 09.00-10.05 |
The 3Rs quiz |
Whole group |
| 10.05-10.10 |
Screen Break |
|
| 10.10-11.00 |
Episodes with altered behaviour |
Workshop |
| 11.00-11.20 |
Tea and coffee break |
|
| 11.20-12.10 |
Talking risks |
Workshop |
| 12.10-12.50 |
Approaching co-morbidities |
Workshop |
| 12.50-13.35 |
Lunch |
|
|
13.35-14.35
|
Epilepsy syndromes of later childhood |
Workshop |
| 14.35-15.35 |
Teenagers and transition |
Workshop |
| 15.35-15.50 |
Tea and coffee break |
|
| 15.50-16.40 |
When and how to stop AEDs |
Whole group |
| 16.40-17.00 |
Feedback and closing questions |
Whole group |
| 17.00 |
Close |
|
WHO IS THIS COURSE FOR?
PET3 has been developed to improve the diagnosis and management of older children and teenagers with epilepsies. It is suitable for those involved in delivering secondary level care to children, teenagers and young adults.
- Trainee paediatricians
- Trainee paediatric neurologists
- Trainee adult neurologists
- Consultant Paediatricians
- Consultant Neurologists
- Specialist epilepsy nurses
The course format consists of whole group lectures and small group workshops. Workshop groups are limited to a maximum of 8 participants to ensure everyone has the opportunity to contribute. Attendees are allocated to workshop groups before the course to ensure there is a good mix of paediatricians, adult neurologists, nurses etc in each group so that everyone can benefit from others' experience and knowledge. Each lecture and workshop is delivered by a Consultant Paediatric Neurologist or Consultant Paediatrician with a special interest in epilepsy.
If you are not currently a practising clinician or you hold a different job role, 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&3 |
| 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 |
| 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 |
| Be able to make a likely diagnosis |
x |
|
|
PET 1
PET 2 |
| Be able to explain likely diagnoses to parents |
x |
|
|
PET 1
PET 2 |
