Course/Event Booking
PET1 Pretoria
Saturday 2 February 2019
Method of delivery: Face to faceCourse Duration: 1-day
Cost: ZAR 1500.00
Reduced Cost: ZAR 1000.00 Reduced Fee for PANDA members only
Total Course Places: 30 (5 standard places currently available; 2 reduced rate places available)
CPD Points: 6. 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
VENUE
Protea Hotel Fire & Ice! Pretoria Menlyn
Summit Place Precinct
221 Garsfontein Road
Menlyn
Pretoria
0181 South Africa
Telephone: +27 12 471 8600
Car parking:
Public transport:
OBJECTIVES
This is a 1-day course, which will be delivered by Consultant Paediatric Neurologists, Consultant Paediatricians with expertise in epilepsy, and a specialist epilepsy nurse. The day will consist of lectures and interactive workshops.
Please download and complete the PET1 precourse workbook (see link above) before attending the course. The workbook contains essential learning material.
By the end of the of PET1, attendees will be able to:
- Define: seizure, epilepsy, epilepsy syndrome and be able to provide a simple classification of epilepsy
- Describe the different seizure types eg absence, myoclonic, tonic clonic, tonic, atonic, focal motor and focal sensory
- Give differential diagnosis for seizures, and how to distinguish epilepsy from syncopes (simple faints, reflex anoxic seizure, breath holding) and inattention (day-dreaming, pre-occupation)
- Manage the first seizure event (not status epilepticus management)
- Appreciate the contribution made by EEG and neuro-imaging
- Describe the principles of treatment, the indication for anti-convulsants and the well-known side effects of these drugs
- Offer practical advice for parents and children with epilepsy
PROGRAMME
| 08.30-09.00 | Registration with tea and coffee | |
| 09.00-11.30 | Session 1: History and differential diagnoses | |
| Introduction, quiz and opening questions | Whole group | |
| Taking the history | Lecture | |
| Fits, faints and funny turns | Lecture | |
| Faints | Workshop | |
| Febrile seizures | Workshop | |
| 11.30-11.45 | Tea and coffee break | |
| 11.45-13.15 | Session 2: Seizures and syndromes | |
| Epileptic seizures and epilepsies | Lecture | |
| The EEG | Lecture | |
| Neuroimaging | Lecture | |
| Epilepsy syndromes | Workshop | |
| 13.15-14.00 | Lunch | |
| 14.00-15.30 | Session 3: Acute management and risks | |
| Epilepsy and risks | Lecture | |
| Acute presentations | Lecture | |
| Comprehensive care | Workshop | |
| 15.30-15.45 | Tea and coffee break | |
| 15.45-17.15 | Session 4: Treatment and co-morbidities | |
| Medical treatment of childhood epilepsies | Lecture | |
| Epilepsy, learning and behaviour | Lecture | |
| Quiz | Whole group | |
| 17.15 | Close |
WHO IS THIS COURSE FOR?
PET1 has been developed to improve practice within childhood epilepsies. It is suitable for all health professionals providing primary or secondary level care for children with paroxysmal episodes including:
- Consultant Paediatricians and trainees
- Consultants in Neurodisability and trainees
- Consultant Community Paediatricians
- Consultants in Emergency Medicine and trainees
- Nurses in paediatrics and emergency medicine
- Neurophysiologists and EEG technicians
It is recommended those planning to undertake PET2 training should first complete PET1.
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
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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 |
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| General Competences |
Level 1 |
Level 2 |
Level 3 |
|
| 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&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 | x | PET 1 PET 2&3 |
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