VENUE
Mercure Manchester Piccadilly Hotel
Portland Street
Manchester
M1 4PH
Website: https://www.mercuremanchester.co.uk/
Telephone: +44 (0)161 751 1412
Car parking: Car parking within the hotel car park is subject to availability and charged at the following rates: Up to 4hrs £8, up to 10hrs £15, up to 24hrs, £20. Car park post code is M1 4DY. If hotel car park is full, alternative parking can be found at the NCP New York Street.
Public transport: Manchester Piccadilly is about 5 minutes’ walk and Manchester Victoria is about 10-15 minutes’ walk from the hotel.
ACCOMMODATION
Accommodation is available on an en-suite, single occupancy, bed and breakfast basis.
B&B per night: GBP 147.00
Accommodation is available from Wednesday 18 June 2025. Please note this course starts at 09:00 on Thursday 19 June 2025.
Accommodation address:
Mercure Manchester Piccadilly Hotel
Portland Street
Manchester
M1 4PH
Telephone: +44 (0)161 751 1412
Website: https://www.mercuremanchester.co.uk/
COURSE DINNER
The faculty would be delighted if you could join them for a 3 course dinner, including wine and soft drinks on Thursday 19 June at 19.30.
Course dinner is Thursday 19 June 2025
Cost: GBP 44.00
OBJECTIVES
PET2 has been developed to improve practice within childhood epilepsies. It is a 2-day course, consisting of interactive large and small group sessions. You are expected to attend the whole 2-days. Participation is expected at the course in order for you to recieve your certificate.
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 epileptic spasms
- Understand blank events 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 'complex epilepsies'
This PET2 Virtual Course is part funded by Desitin. 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 events
| 08.30-09.00 |
Arrival & registration |
|
| 09.00-09.20 |
Welcome and introduction |
Large group |
| 09.20-10.00 |
The epileptic or non-epileptic event quiz? |
Large group |
| 10.00-10.45 |
Improving accuracy of diagnosis |
Small group |
| 10.45-11.05 |
Tea and coffee break |
|
| 11.05-11.40 |
An approach to differential diagnoses |
Small group |
| 11.40-12.25 |
The diagnosis of epilepsies |
Large group |
| 12.25-13.00 |
Effective EEG in principle |
Large group |
| 13.00-13.45 |
Lunch |
|
| 13.45-14.25 |
Effective EEG in practice |
Small group |
| 14.25-15.25 |
Epilepsy and disability |
Small group |
| 15.25-15.45 |
Tea and coffee break |
|
| 15.45-16.45 |
To 'treat' or 'not to treat' |
Small group |
| 16.45-17.00 |
Any questions? |
Large group |
| 17.00 |
Close |
|
| |
|
|
Day 2: Epileptic and non-epileptic disorders presenting in infancy and early childhood
| 08.30-09.00 |
Arrival & registration |
|
| 09.00-09.05 |
Introduction |
Large group |
| 09.05-09.40 |
Epilepsy and genetics |
Large group |
| 09.40-10.30 |
Seizures in infants |
Large group |
| 10.30-10.45 |
Tea and coffee break |
|
| 10.45-11.35 |
Epileptic spasms |
Small group |
| 11.35-12.10 |
Self-limited and pharmaco-responsive focal childhood epilepsies |
Small group |
| 12.10-13.10 |
Complex epilepsies of early childhood |
Large group |
|
13.10-14.10
|
Lunch |
|
| 14.10-14.50 |
Complex epilepsies in practice |
Small group |
| 14.50-15.40 |
Blank events in the young child |
Large group |
| 15.40-16.00 |
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 shortcourses@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 life 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 neuroradiological imaging |
x |
|
|
PET 1 |
| Have a basic understanding and experience of neurophysiological 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 neuroimaging 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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