European Paediatric Neurology Training Programme
Definition
1.&n=
bsp;
Introduction
2.&n=
bsp;
Aims of training
2.1
Content of training
2.1.1
Knowledge of paediatric neurology
2.1.2
Diagnostic measures
2.1.3
Therapy
2.1.4
Multidisciplinary care
2.1.5
Integrated care – work with the other agencies
2.1.6
Ethical issues
2.1.7
Management
2.1.8
Clinical skills
2.1.9
Technical skills
2.1.10
Academic skills
2.1.11
Teaching skills
2.1.12
Leadership skills
2.1.13
Communication skills
2.1.14
Educational skills
2.1.15
Support skills
2.1.16
Managerial
2.2
2.2.1
Purpose of training
2.2.2
Paediatric neurology superspecialties
3.&n=
bsp;
Training programme
(including general paediatric training and entry from general neurology).
3.1
Structure the program.
3.2
Obligatory modules.
3.3
3.3.1
Desirable modules.
3.3.2
Paediatric neurology training for trainees from adult neurolog=
y.
3.3.3
Research training
3.4
Duration of training
3.5
Monitoring of training
4.&n=
bsp;
The trainee
4.1&=
nbsp; Obligatory prerequisite=
s
5.&n=
bsp;
Training centres/ tutor=
s
5.1
Centres/ units
5.1.1
Full training centre
5.1.2
Partial training centre
5.1.3
Training unit
5.2
Tutors/ teacher
5.2.1
National Training Co-ordinator for PN
5.3
Accreditations (draft prior to consultation with Boards of
Paediatrics and of Neurology and UEMS)
6.&n=
bsp;
National training progr=
ams
6.1
EU countries with existing programs
6.2
EU countries without existing programs
6.3
Non-EU countries
6.4
Training abroad
7. Examinations
Defin=
ition
Paedi=
atric
neurology (PN) is the medical discipline devoted to normal and abnormal
development of the central nervous and peripheral neuromuscular systems from
fetal life to adolescence. It involves the diagnosis, treatment and research
into diseases of these systems and the comprehensive management of the
consequent disabilities.
1.
Introduction
-
To harmonise training programmes in PN between different Europ=
ean
countries. -
To establish clearly defined standards of knowledge and skill
required to practice PN at tertiary level. -
To support a high standard of practice of PN in -
To encourage the development of a European Network of competent
tertiary centres for PN, which will allow collaborative
training and research throughout
-
To improve the care of children with neurological disorders and
the support that medical services are able to give to parents/ carers, associated medical professionals and other
disciplines involved in Child Health and Welfare.
-
To ensure that research is developed and encouraged within PN.=
Paediatric Neurology has been practiced in In order to support a high standard of practice of
paediatric neurology in We recognise that this syllabus will need to be regularly
reviewed and updated. A factual syllabus can only cover part of the training
requirements because specialist training of doctors in paediatric neurology
involves several elements: 1. An information base about normal and
abnormal neurological function in childhood. 2. Direct personal, appropriately
supervised, experience of the clinical assessment and management of a wide
range of acute and chronic paediatric neurological diseases. This should be=
as
a paid doctor proving direct patient care. Observer status in insufficient.=
3. The training should take place in f=
ully
equipped departments, which are subject to regular inspection by the nation=
al
training authority. 4. The requirements for equipment and
expertise are very wide in paediatric neurology and arrangements for obtain=
ing
this experience at other hospitals must be made within the individual train=
ing
programmes where they are not available at the main site of training. 5. The are strong psychosocial and
multi-disciplinary elements to the practice of paediatric neurology. It is
important that these dimensions are included in the training of paediatric
neurologists. 6. A period of research is not obligat=
ory
in the training programme but is strongly encouraged. What is important is =
that
there are systems in place whereby selected trainees can engage in research
including for 3-4 year periods. 2.&n=
bsp;
Aims of training 2.1
Content of training 2.1.1 Knowledge of Paediatric Neurology i) =
&nb=
sp;
Detailed
information on normal and the common patterns of abnormal development. ii) =
Principles
of antenatal brain development, both normal and abnormal. iii) =
Neonatal
neurology: acute and chronic neurological illness presenting in the neonatal
period. iv) =
Epidemiology,
aetiology, pathogenesis, pathology, clinical features, treatment and outcome
measures for: a) neurological diseases in childhood. A detailed =
list
of items within this broad category is Appendix 2. wher=
e
epilepsy is outlined in more detail. b) the=
causes of developmental delay,
learning disability and specific learning difficulties – to include an
understanding of language and complex communication disorders (autistic
spectrum disorders). v) =
Natural
history and manifestations of the common behavioural abnormalities of child=
hood
(autistic spectrum disorders, attention deficit/hyperactivity, obsessive
compulsive disorder, oppositional behaviour, depression, anxiety, adolescent
psychosis and anorexia nervosa) vi) =
Neurological
emergencies in childhood, eg. presenting with a =
coma,
status epilepticus, raised intracranial pressure and paediatric emergencies presenting with neurological
features, eg. metabolic disorders, non-accidental
injury. vii) =
Neurosurgical
diseases of childhood: theoretic and practical knowledge of the common
neurosurgical disorders, their identification, investigation and management=
. viii) =
Inter-relationship
of neurological diseases with other body systems including growth and
nutrition, feeding difficulties, gastro-oesophageal reflux and aspiration.<=
o:p> ix) =
Orthopaedics,
orthotics and bioengineering in the clinical setting. x) =
Genetic
issues including taking a pedigree, recurrence risk, prenatal diagnosis, ge=
ne
localisation, imprinting and the principles of molecular genetics. xi) =
Congenital
and acquired disabling conditions of childhood. 2.1.2 Diagnostic Measures i) =
&nb=
sp;
Clinical
examination of children of all ages. ii) =
Observational
clinical skills. Much of the clinical examination of children involves
observation and analysis. Thus normal development, play, motor performance
abnormal movements and epilepsy requires structu=
red
observation and analysis. iii) =
Prenatal
diagnosis as it relates to neurological disorder. iv) =
Biochemical
changes in blood and CSF and haematological changes that may accompany neur=
ological
disorder in children v) =
Genetic
and immunological basis of some neurological disorders: methodology of
investigations. vi) =
Use
of tissue biopsy: interpretation of histological abnormalities. vii) =
Appropriate
use of neuroradiology and other screening modalities. viii) =
Clinical
neurophysiology including EEG, evoked potentials, EMG and neurography. As w=
ith
other technical procedures (see below) trainees are not expected to become
proficient in all aspects of clinical neurophysiology, though a good working
knowledge of standard procedures is required. Further training is available
through an additional module (3.3.1). ix) =
Assessment of hearing and vision includi=
ng
behavioural, brainstem, auditory evoked potentials and visual evoked
potentials. x) =
Neurometabolic
investigations. xi) =
Principles
of gait analysis. 2.1.3 Therapy i) =
&nb=
sp;
Familiarity
with current standard treatment plans for all forms of neurological disorde=
r. ii) =
Thorough
knowledge of drugs used in treatment, especially antiepileptic drugs, stero=
ids
and other immunosuppresants, muscle relaxants, analgesics, gastro-protective
drugs, anti-bacterial and anti-viral agents and behaviour modifying drugs.<=
o:p> iii) =
Principles
underlying habilitation of children with congenital impairments. iv) =
Principles
of management of behaviour disorders including pharmacotherapy, counselling=
and
psychotherapy (this knowledge will be gained in a module in child and
adolescent psychiatry). v) =
Knowledge
of aids to treatment and habilitation, hearing and vision aids, seating,
mobility aids, orthoses, communication aids, computers ventilatory assistan=
ce
etc. vi) =
Awareness
of the range and potential consequences of unconventional and alternative
therapies. vii) =
Experience
of rehabilitation following acquired neurological impairments. viii) =
Knowledge
of nutritional and gastrointestinal aspects of management. 2.1.4 Multidisciplinary Care i) =
&nb=
sp;
Use
a team approach to the management of neurological disorders and to understa=
nd
its advantages and limitations. ii) =
Understand
methods used by occupational, speech and physiotherapists, nurses, speciali=
st
health visitors, play therapists, dieticians, clinical, neuro- and educatio=
nal
psychologists, teachers and social workers in assessment (with a knowledge =
of
the basis and strengths of neuropsychometric assessment), treatment and
rehabilitation. iii) =
Knowledge
of methods used by other medical specialists including the intensive care
specialist, ophthalmologist, ENT surgeon, audiologist, community paediatric=
ian,
child and adolescent psychiatrist, neurosurgeon and orthopaedic surgeon. iv) =
Q
Community child health services for normal children and those with impairme=
nts
ie. direct experience of community based care of
children with neurological impairments. v) =
Transition
of care from children’s to adult services. 2.1.5 QIntegrated
Care – Work with other Agencies i) =
&nb=
sp;
Knowledge
of educational provision for children with neurological impairments in the
country of training. ii) =
Child
protection: a thorough knowledge of the national legislation and experience
working within that system. iii) =
Social
services/ benefits in the country of training. iv) =
Self-help
and parent support groups. 2.1.6 =
QEthical Issues i) =
&nb=
sp;
Ethics
of research in children. ii) =
Process
of informed consent. iii) =
Knowledge
of issues governing ethics and consent for clinical trials. iv) =
United
Nations Convention on the rights of the child and other relevant proclamati=
ons
and judgements set down in Law. Q These items are matters for national legislation and not
solely part of medical training. Thus, when planning to move to another cou=
ntry
it is important that the doctor and those employing the doctor ensure that =
this
information is made available and understood. 2.1.7 QManagement/
administration i) =
&nb=
sp;
Understanding
of the management skills required for the development and use of resources =
in
the neurology unit, including budget control, contracting, strategic planni=
ng
and writing a business plan. ii) =
Experience
of the day-to-day running of a paediatric neurology service within the nati=
onal
medical system. iii) =
Knowledge
and involvement in clinical audit. iv) =
The
structure and function of local, specialist and national organisation. v) =
Knowledge
of research funding. 2.1.8
Clinical skills i) =
&nb=
sp;
Developmental
assessment. ii) =
Detailed
neurological examination (See 2.1.=
2.
Diagnostic Measures i) and ii)). iii) =
Interpret
results of investigations including EEG, EMG, neurography, CT and MRI scans=
. iv) =
The
interpretation of clinical and investigation data for genetic purposes. v) =
Draw
up a management plan taking into account continuing medical problems and
attendant school, educational and psychological factors. vi) =
Co-ordination
of care for the critically ill child: the management of neurological
emergencies and neurological aspects of multisystem neurological illness. vii) =
Effective
and appropriate approach to parents and children; the ability to take good
histories in a supportive fashion; to understand the emotions generated wit=
hin
children and their families by possible neurological illness and to be able=
to
give ’bad news’ in an appropriate fashion; to provide structured counsellin=
g at
an appropriate level; to know when more skilled or different psychological =
help
is required. 2.1.9
Technical skills i) =
&nb=
sp;
EEG. ii) =
EMG. iii) =
Neurography. iv) =
Skin
biopsy. v) =
Muscle
biopsy. vi) =
Intracranial
pressure monitoring/line care. vii) =
Neonatal
cranial ultrasound. viii) =
Muscle
ultrasound. ix) =
Cerebral
function monitoring. x) =
Perform
tests to determine brain death (i.e. brain death). 2.1.10 Academic skills i) =
&nb=
sp;
Critical
evaluation of clinical results from literature review and audit. ii) =
Manuscript
preparation. iii) =
Oral
presentation skills. iv) =
To
develop a critical approach to problem solving in clinical practice. v) =
Support
to or be active in research. vi) =
Collaborative
attitude to local and national research initiatives. 2.1.11 Teaching skills i) =
&nb=
sp;
Formal
and informal teaching skills at undergraduate and postgraduate level. ii) =
Development
of core materials to enable participation in teaching programmes on a regul=
ar
basis. 2.1.12 Leadership skills 2.1.13 Communication skills i) =
&nb=
sp;
To
be able to give guidance in broad terms on prognosis; to have a good working
knowledge of other information available – written, audio, video or CD-ROM,=
and
the internet – to complement what was said in the consultation and to have
knowledge of family support groups. ii) =
Effective
and appropriate approach to colleagues, primary care doctors, community hea=
lth
care staff, research and laboratory staff and managers. 2.1.14 Educational skills i) =
&nb=
sp;
Commitment
to continuing self-education and teaching of others. ii) =
Maintenance
of a training experience portfolio. 2.1.15 Support skills i) =
&nb=
sp;
Understanding
and positive approach to the supervision of junior medical staff. ii) =
Recognition
of and coping with stress in oneself and others. 2.1.16 Manageriali) Interest in t=
he
overall organisation of departmental activities and in particular its funct=
ion
as an effective regional/ tertiary centre with its outreach clinics. i) =
&nb=
sp;
Understanding
approach to local management structure. ii) =
Constructive
attitude to the processes of decision making. iii) =
Acceptance
of shared responsibility for use of resources. iv) =
Ability
to understand clinical complaints procedures and to respond effectively to
them. 2.2.1 The purpose of training 2.2.2 =
Paediatric neurology superspecialti=
es i) =
&nb=
sp;
Those
practicing such super-specialties should be comprehensively trained in PN.<=
o:p> ii) =
Such
superspecialties should be based in a comprehensive PN department. iii) =
Superspecialties
would be expected to be part of an active research programme. iv) =
Superspecialties
are therefore, despite their importance, unofficial, i.e. without designated
training programmes 3.&n=
bsp;
Training programme =
3.1&=
nbsp; Structure
of the programme General paediatric training Because of quite =
wide
variations in practice for the general paediatric content to paediatric
neurology training in For those coming =
from
a paediatric route there should be two years of general paediatrics, which
includes six months of neonatology. This training can occur at any training
level but should involve active patient care at a hospital approved for
training. It should contain inpatient and out patient care. The rest of the
training for these coming from Paediatrics is given in sections 3.2 and 3.3=
. Those coming from
general neurology (who have completed at least two years of recognised adult
neurological training) should complete one year of general paediatrics at a
junior grade. Both the immediate supervisor of this post and the external
co-ordinator of paediatric neurology training should confirm that the train=
ee
is competent at that level of paediatrics and can require further general
paediatric training if necessary. The rest of the training for those coming
from general neurology is given later (3.2). The training
programme is structured in modules. Each module contains training in a spec=
ific
area, expertise or skill. Modules may be defined by content alone or by con=
tent
and duration. Where appropriate, modules may run concurrently but the
obligatory modules of general neurology, acute paediatric neurology and
habilitation/ neurodisability may not do so, i.e. the total time devoted to
these areas may not be shortened. A fully integrated programme would howeve=
r be
acceptable. A complete training can be acquired at several different traini=
ng
centres, providing these centres are approved for training and the training
programme is appropriately supervised, i.e. by the authorised national high=
er
educational training authority. There are two
different types of modules, obligatory and desirable. Obligatory modules are
those considered essential for successful training. Of the desirable module=
s at
least 3 should be attended by each trainee. The detailed knowledge aspects =
of
these modules are given in sections 2. Obligatory modules The training posts
outlined below should be normal paid employment with a major content of
supervised patient care. ·&nb=
sp;
·&nb=
sp;
Acute
paediatric neurology inpatient and outpatient module The trainee works
full-time in a recognised specialist/ tertiary paediatric neurology unit(s).
During this time the trainee acquires expertise in the diagnosis and manage=
ment
of the whole range of infants, children and adolescents with neurological
disease. This includes direct involvement with the care of children in
intensive care with neurological disease. This module should include the
assessment and management of children undergoing neurosurgery. Both inpatie=
nt
and outpatient training is directly supervised by the tutor(s). This traini=
ng
involves attendance at investigation meetings (radiology, pathology and
neurophysiology), which are integral to clinical management. Required minimum duration 2 years. ·&nb=
sp;
Habilitation/
neurodisability module The trainee works
full-time in a recognised specialist/ tertiary paediatric neurology unit, w=
hich
comprises a multidisciplinary team including psychology and paramedical
therapies in addition to the senior medical staff. Some exposure to
non-specialist neurodisability patients is desirable as part of this module.
During this time the trainee acquires expertise in the diagnosis and manage=
ment
of the full range of paediatric neurodisability patients of all ages. The
trainee is directly supervised by the tutor(s) during this module. Required
minimum 1 year. ·&nb=
sp;
Adult
neurology module The trainee works=
full-time
in a recognised adult neurology unit with inpatient and outpatient
responsibility for patients with a wide range of neurological diseases. This
training will involve attendance at investigation meetings (radiology,
pathology, neurophysiology). This training is un=
der
direct supervision of the tutor(s). =
Required minimum duration 6 months<=
/span>. The above
modules should contain regular clinical teaching sessions. ·&nb=
sp;
Child
psychiatry module This module
may be part-time and may be completed within three and a half years of
obligatory modules of adult neurology, acute paediatric neurology or
neurodisability. It will consist of supervised direct clinical experience of
children with psychiatric illness. This may be in a general or neuropsychia=
try
setting. Required
minimum 1 session/ week for 6 months. In additio=
n to
or as part of the above obligatory modules of specified minimum duration, 8
obligatory sub-modules form part of the training programme with no specific
minimum time specified. These are integrated within the clinical and taught
aspects of the programme and may be completed within the 3 and a half years required for general neurology, acute
paediatric neurology and neurodisability/ habilitation modules. They will
include a taught programme, individual library work, seminars, case
presentations, audit and clinically based teaching. Balancing these element=
s is
the responsibility of the national and local co-ordinators of the programme.
Completion of the modules is certified by the tutor. For the
investigative modules (neuroradiology, neurophysiology and neuropathology)
regular meetings to review the investigations relevant to patients passing
through the service and instructional courses that cover the syllabus will =
also
be included. Investigative modules can be extended to include desirable
modules, in which the topics are covered in greater depth. 1) =
&nb=
sp;
Paediatric neuroradiology 2) =
&nb=
sp;
Paediatric neurophysiology 3) =
&nb=
sp;
Paediatric neuropathology 4) =
&nb=
sp;
Academic, supervised =
and
supported as outlined in 2.1.10. 5) =
&nb=
sp;
Integrated car=
e 6) =
&nb=
sp;
Ethical issues 7) =
&nb=
sp;
Management 8) =
&nb=
sp;
Organisational 3.3.1 Desirable modules Aspects
of the content of these modules appears in the obligatory training but these periods of study a=
llow
a greater depth of understanding of the subject. Each of these modules has a
reading list. They are not subject to a minimum time or necessarily any ext=
ra
time: completion is certified by the tutor. Paediatric
neuroradiology The trainee
will join neuroradiologists in reporting sessions and independently report =
the
whole range of MR, CT, angiography and skull and spinal x-rays under
supervision. They will acquire skills of reporting neuroradiological
investigations. Paediatric
neurophysiology The trainee
will perform EEGs, evoked responses, EMG and neurography and report these i=
nvestigations
independently under supervision. They will acquire skills of reporting these
investigations. Paediatric
neuropathology The trainee
will join the consultant neuropathologist in reporting sessions and will
independently report a series of specimens/ slides (cut brain and spinal co=
rd,
brain, neurohistopathology of spinal cord, gut, skin, bone marrow and blood
film) of paediatric neuropathological interest under supervision. The train=
ee
will acquire basic neuropathology reporting skills. Neurogenetics The trainee
will participate in the clinical genetics service and have direct involveme=
nt
with families coming for genetic counselling under supervision. The trainee
will acquire genetic counselling skills in the common patterns of neurologi=
cal
genetic disease. Paediatric
neurometabolic disease The trainee
will participate in the clinical care of patients in a specialist service f=
or
children with neurometabolic disease and become familiar with the common
laboratory diagnostic techniques. The trainee will acquire detailed knowled=
ge
of the diagnosis and management of neurometabolic disease. Paediatric
neurointensive care Although
neurointensive care is an obligatory part of the acute training module, some
trainees will spend a whole time module of 2-3 months as a member of intens=
ive
care unit staff. The trainee will acquire general and neurological skills in
intensive care. Neonatal
neurology The trainee
will attend a neonatal unit which has specialist neurological expertise and
perform clinical examinations and ultra-sound investigations under supervis=
ion.
The trainee will be able to provide a good opinion on the neurological stat=
us
of a neonate. Paediatric and adolescent
neuropsychiatry The trainee
will spend a more intensive time with a specialist unit. The trainee will be
expected to be able to provide a competent diagnosis and management advice =
on
the common psychiatric disorders of childhood, under supervision. Paediatric
epileptology The trainee
would work in a specialist paediatric epilepsy unit. The trainee will acqui=
re
skills of neurological, neurophysiological, radiological assessment and an
understanding of the use of neuropsychology and neuropsychiatry in the
assessment of children with complex epilepsy, including those being assessed
for surgical treatment. 3.3.2 =
Paediatric neurology training for
trainees from adult neurology A paediatr=
ic
neurological training programme for those entering from an adult neurologic=
al
training of at least 2 yearswill be required in addition to the general paedi=
atric
training (2.2.2). The requirements are similar to those detailed in section=
3.2
but the acute paediatric neurology module will be a minimum of 21 months,
instead of 24 months
and the neurodisability module will be a minimum of 9 months
instead of 12 months. The neuropsychiatry module is unchanged. 3.3.3 =
Research training in paediatric
neurology It is
important that appropriate trainees are encouraged to carry out research and
that some units are equipped to provide a research training, supervision of
research and a peer group of research workers. There must therefore be syst=
ems
that allow extended periods of 3-4 years, largely full-time in research, wh=
ilst
nevertheless becoming fully clinically trained. The clinical content of the
research should be recognised as part of their clinical training up to a
maximum of 1 year. =
3.4&=
nbsp;
Duration of training Two years =
of
general paediatric training is required. The complete training programme in=
PN
has a minimum duration of 3 years 6 months. Previous training in adult
neurology at an approved centre is fully allowable to be subtracted (up to =
the
requirement of 6 months) from the total time. Previous child psychiatry
training may also be allowable at the discretion of the training director.
Previous training in PN, in an approved centre, will be allowed to contribu=
te
to the total time, up to a maximum of 3 months in neurodisability and 6 mon=
ths
in acute paediatric neurology. =
3.5&=
nbsp;
Monitoring of training A senior
paediatric neurology tutor is assigned to each trainee at the beginning of =
his/
her training. Entry to the training programme should normally be through
application for a vacant post, which is nationally advertised and interview=
ed
for in the normal fashion. The tutor supervises the broad programme for the
trainee’s progress at yearly intervals. On a
shorter-term basis, each trainee’s progress is monitored by the tutor (or o=
ne
of the teachers) in the training centre and by the trainee themselves. The
trainee maintains a portfolio which documents relevant training experiences=
. Successful
completion of a training module is certified by the tutor in a detailed
documentation of the module and the experience and knowledge acquired. =
4.&n=
bsp; The
trainee 4.1 Obligatory
prerequisites The obliga=
tory
prerequisites for entering the training programme are: -&nb=
sp;
Either
2 years of general paediatrics, including 6 months neonatology as a part of
common trunk or equivalent or -&nb=
sp;
2
years of adult neurology as part of an approved specialist training program=
me,
followed by a period of general paediatric training, as outlined in section
3.1. 5. Training centres/ tutors Training
centres and units are defined by the clinical and teaching facilities avail=
able
as they apply to the detailed requirements of the modules. Several
institutions, located in close proximity, may combine in the one training
centre. In such a case one qualified individual must be the designated trai=
ning
centre director who represents this centre to outside bodies and carries
responsibility for the programme. =
5.1&=
nbsp;
Centres/ Units 5.1.1 <=
/span>Full training centres Full train=
ing
centres are highly specialised tertiary care centres for PN that can offer a
complete training. They are defined by the following features: -&nb=
sp;
availability
of all obligatory modules. -&nb=
sp;
availability
of at least 4 desirable modules. -&nb=
sp;
2
or more accredited tutors. =
5.1.2 Partial training centre<=
o:p> Partial
training centres are partially specialised centres, which however cannot of=
fer
a complete training. They are defined by the following features: -&nb=
sp;
availability
of more than half of the content of the obligatory modules. -&nb=
sp;
One
or more accredited tutors. 5.1.3 Training unit Training u=
nits
are specialised in one or a few specialised areas of the obligatory or
desirable modules and have a teacher competent in these areas. 5.2 =
Tutors/ teachers 5.2.1 National
Training Co-ordinator for PN Each country will have a national
training co-ordinator who will: -&nb=
sp;
Communicate
with European bodies with responsibility for PN as necessary. -&nb=
sp;
Co-ordinate
the activities of PN training directors. -&nb=
sp;
Maintain
a database of people in training and advise on
training issues presented to them. -&nb=
sp;
Maintain
a database of centres, units, training directors, tutors and teachers and
regularly update it and send to the Education and Accreditation Committee of
EPNS. Training Director A PN Train=
ing
Director is a tutor (see below) and head of a full training centre’s teachi=
ng
programme. =
Tutor A tutor is=
an
accredited European Paediatric Neurologist who has appropriate teaching and
management experience. Ideally the tutor should have research experience in=
PN. =
=
Teacher A teacher
holds acknowledged expertise in one or a few aspects of the training progra=
mme
but does not have to be an accredited European Paediatric Neurologist or ha=
ve a
personal research tradition. =
5.3&=
nbsp;
Accreditations (draft prior to
consultation with Boards of Paediatrics and of Neurology and UEMS) Accreditat=
ion
is given by the European Board of Paediatrics and the European Board of
Neurology upon the recommendation of the Education and Accreditation Commit=
tee
of EPNS. These recommendations are based upon information received from the
National PN Training representative. In case of uncertainty or controversy a
centre visit has to be arranged. Such centre visits will also be conducted =
upon
request by any centre that applies for objective outside evaluation of its
training facilities/ capacities. Visitation=
of
training centres should follow the rules as outlined in the relevant UEMS
charter. The visitation committee is nominated by the relevant European Boa=
rds
in co-operation with the training Committee of the EPNS. 6.
National training programmes =
6.1&=
nbsp;
EU countries with existing programm=
es National
training programmes in PN that already exist or are in an advanced stage of
development at the time when this European programme is implemented, should=
be
considered as compatible when they have a content that is clearly similar to
the European programme. Each natio=
nal
syllabus should be scrutinised by the European Board of Paediatrics and the
Education and Training Committee of the EPNS for compatibility. =
6.2&=
nbsp;
EU countries without existing
programmes National
professional medical bodies should be encouraged to adopt a national traini=
ng
programme in PN and to structure it in close compatibility with this Europe=
an
programme. Until
implementation of such a national training programme, motivated individuals
should have the opportunity to train according to this European programme a=
nd
to document their obtained qualification in a relevant board examination on=
a
voluntary basis. The instruments to monitor such training and to obtain
approval are again with the European Board of Paediatrics in co-operation w=
ith
the Education and Accreditation Committee of EPNS. =
6.3&=
nbsp;
Non-EU European countries On a volun=
tary
basis, the same arrangements as listed under 6.2,
should be applicable. =
6.4&=
nbsp;
Training abroad European
countries with existing programmes are encouraged to allow trainees to do s=
ome
training in recognised European centres or centres outside =
7.&n=
bsp; Examinations It is a ma=
tter
for national bodies to decide if they wish to conduct exit examinations in =
PN.
It is not the immediate intention that there should be European wide
examinations in PN because: i).=
Factual
knowledge is only one part of the practice of PN ii). =
There
are formidable logistic and funding difficulties in putting on such
examinations. February
2002 C:\My
Documents\Drafts\Syllabus for a Training Programme in Paed. Neur.doc=
Created:
Last modified: 20/02/2002
Draft 5 =
20/02/02