PC 3: Advanced Paediatric Emergency Care (APEC)

Course Director

  • Said Hachimi Idrissi (Belgium)

Faculty

  • Rodrick Babakhanlou (UK)
  • Tom Beattie (UK)
  • Javier Benito Fernandez (Spain)
  • Santi Mintegui (Spain)
  • Naveen Poonai (Canada)
  • Dave Walker (USA)
  • Hezi Waisman (Israel)

Participants

The course is designed for 35 participants. Emergency physicians, Pediatricians and all who are involved in taking care of kids

Course description & learning objectives

To provide physicians participating with both knowledge and advanced skills in recognizing and managing a wide spectrum of paediatric emergencies both in the hospital and pre-hospital settings.

Course format 

A 1.5-day course.  
During the morning hours of both days, lectures will be presented on the management of a wide spectrum of paediatric emergencies with emphasis on evidence-based literature. During the afternoon hours attendees will actively participate in small group advanced skill stations, case scenarios and simulations designed to provide knowledge and skills relevant to paediatric emergency medicine as well as elicit discussion on the clinical management of common paediatric emergencies. 

Schedule

Saturday 12 October

09:00 Lectures and interactives sessions  
09:00 - 09:30 Introduction to the APEC course/ introduction of the mentors and mentees Faculty 
09:00 - 09:30 Lecture: An Approach to the Seriously Ill Infant and Child  Said Hachimi-Idrissi
09:30 - 10:00 Interactive session: Fluid Resuscitation in ED Hezi Waisman
10:30– 11:00 Coffee Break  
11:00 - 11:30 Lecture: Neurological Emergencies

Javier Benito Fernandez

11:30 - 12:30 Lecture: Procedural Sedation and Analgesia in Children Naveen Poonai
12:30 – 13:30 Lunch  
13:30 – 14:15 Interactive session: Fever management/recognition of bacterial infection Santi Mintegi
14:15 – 15:00 Interactive session : Abdominal pain, evaluation and investigations Tom Beattie
15:30 – 16:00 Coffee Break  
16:00 – 16:30 Interactive session: ECG interpretation Dave Walker
16:30 - 17:00 Interactive session: Urogenital Emergencies Rodrick Babakhanlou
17:00 – 17:30 Day 1 summary  Faculty

Sunday 13 October

09:00 Introduction to day 2 Faculty 
09:00 - 09:30 Interactive session: Toxicological Emergencies Santi Mintegi
09:30 - 10:00 Interactive session: Neonatal Emergencies Said Hachimi-Idrissi
10:00 - 10:30

Hands- on: Management of multi-traumatized child
(bleeding cases/ neurotrauma/…) First management and
mitigating the secondary worsening/ massive transfusion
protocol vs. major haemorrhage protocol

Tom Beattie

10:30 - 11:00

Coffee Break

 
11:00 - 11:30

Hands-on: Capnography in Emergency Department

Dave Walker & Said Hachimi-Idrissi
11:30 - 12:00

Hands-on: Vascular Access 

Hezi Waisman & Javier Benito Fernandez
12:00 - 12:30

Course Summary

Faculty
12:30

End of the pre-course 

 
 
 

PC 2: Emergency Medicine Core Competences

Course Directors

  • Eric Dryver (Sweden)
  • Gregor Prosen (Slovenia)

Faculty

  • Veronique Brabers (Belgium)
  • Adam Groves (UK)
  • Harri Pikkarainen (Finland)
  • Nikolas Sbyrakis (Greece)
  • Caroline Hard af Segerstad (Sweden)

Participants

The course is designed for 24 participants (residents, specialists and educators in Emergency Medicine).

Course description & learning objectives

This course focuses on competence development through scenario-based training. The competences in focus are:

1-The initial management of critical patients in all age groups

2-Differential diagnosis and decision-making

3-Systematic EKG interpretation

4-Systematic acid-base interpretation

5-Interpretation of the neurological examination and initial management of selected neurological conditions

Participants receive a checklist compendium that helps guide the initial management of critical syndromes (e.g. anaphylaxis, hemorrhagic shock, hyponatremic encephalopathy) and information-acquisition from patients with common symptoms (e.g. shortness of breath, vertigo).

Overview

The course prioritizes scenario-based training and includes over 40 scenarios that course participants take turns managing. Structured feedback is provided after demonstrations and a group-discussion period.

Schedule

Coffee breaks will be served from 10:30 to 11:00 and from 15:30 to 16:00.

Saturday October 12th

08:00-09:00  Course Introduction
  Lecture: Diagnosis & Decision-Making
  Demonstration: Diagnosis Scenarios
09:00-12:15 Works on stations
12:15-13:15 Lunch 
13:15-14:00 Lecture: Resuscitation
  Demonstration: Resuscitation Scenarios
14:00-17:30 Works on stations
17:30-18:00 Questions & Answers Period

Sunday October 13th

08:00-08:45 Lecture: Neurology / Cardiopulmonary Resuscitation
  Demonstration: Neurology Examination
08:45-12:00 Works on stations
12:00  Course Evaluation / Diplomas

EM Core Competencies Precourse

PC 15: Ultrasound Beginner & Advanced

Course Directors

  • Jim Connolly (UK)
  • Michael Lambert

Faculty 

Jim Connolly, UK

Michael Lambert, USA

Patrick Kishi, USA

Others to be confirmed

Participants

The course is designed for 60 participants (EP, emergency medicine PA’s and nurses).

Ultrasound Beginner

Course description & learning objectives

Image acquisition & instrumentation
1. Enhance your basic understanding of the basic principles of ultrasound.
2. Apply these principles to the reduction of common artifacts and improvement of high quality diagnostic ultrasound images
3. Understand the relationship between transducer position and image orientation.
4. Demonstrate the basic operator controls on the ultrasound system required for image acquisition.

eFast
1. Understand the surface landmarks for appropriate transducer positioning to perform the Extended Focused Assessment With Sonography for Trauma (eFAST) examination. 
2. Understand the sonographic landmarks and anatomical relationships of the heart, liver, spleen and bladder as they relate to the FAST examination.
3. Demonstrate the ability to identify and visualize the areas of potential intra-abdominal and thoracic spaces for free fluid to collect or pneumothorax.
4. Understand the sonographic findings and pitfalls for identifying life-threatening trauma conditions such as cardiac tamponade, hemo/pneumothorax and intra-abdominal hemorrhage.

Vascular Access
1. Understand the sonographic landmarks and anatomical relationships as they relate to the vasculature of the neck, upper extremity and groin.
2. Acquire and interpret sonographic images of the internal jugular, femoral, basilic, brachial and axillary veins in live patient models.
3. Demonstrate ultrasound guided cannulation on vascular simulator.

Echo and Aorta
1. Understand the surface landmarks for appropriate transducer positioning to perform sonographic examinations of the thoracic and abdominal aorta.
2. Demonstrate the ability to identify and visualize landmarks for the aorta in the transverse and longitudinal scanning planes.
3. Understand the sonographic findings and pitfalls for identifying pathology including aortic aneurysm.
4. Understand the utility of motion modality (M-mode) and demonstrate its use.
5. Demonstrate the surface landmarks and transducer position necessary to perform an echocardiogram in the emergency department.
6. Acquire and interpret sonographic images of heart (subcostal, parasternal long, parasternal short and apical windows).
7. Identify pathologic conditions such as pericardial effusion, gross wall motion abnormalities and cardiac tamponade.

Course format

Participants wanted more imaging of the heart and central line placement. Didactic lectures will provide state of the art audiovisual presentation by a veteran faculty, followed by small groups of a maximum four participants / one instructor allowing each individual participant ample time with their hand on the probe. 

Schedule

Wednesday 27 October

09:00-09:15 Welcome
09:15-10:00 Image Acquisition and Instrumentation
10:00-10:30 Aorta
10:30-11:00 Coffee Break
11:00-11:45 Echo in the ED 
11:45-12:30 (eFAST) Examination
12:30-13:30 Lunch
13:30-14:00 Vascular Access—central and peripheral lines
14:00-14:45 Hands-on Session #1
14:45-15:30 Hands-on Session #2
15:30-16:00 Coffee Break
16:00-16:45 Hands-on Session #3
16:45-17:00 Wrap up and Adjourn

 

Ultrasound Advanced

Course description & learning objectives

Aorta & IVC

  1. Understand the surface landmarks for appropriate transducer positioning to perform sonographic examinations of the thoracic and abdominal aorta
  2. Demonstrate the ability to identify and visualize landmarks for the aorta in the transverse and longitudinal scanning planes.
  3. Understand the sonographic findings and pitfalls for identifying pathology including aortic aneurysm.
  4. Describe the surface landmarks and transducer position necessary to perform ultrasound of the inferior vena cava.
  5. Understand the sonographic landmarks and anatomical relationships as it relates to the inferior vena cava
  6. Discuss indications for performing inferior vena cava ultrasound.

Cardiac-TTE

  1. Understand the utility of motion modality (M-mode) and demonstrate its use.
  2. Demonstrate the surface landmarks and transducer position necessary to perform an echocardiogram in the emergency department.
  3. Acquire and interpret sonographic images of heart (subcostal, parasternal long, parasternal short and apical windows).
  4. Identify pathologic conditions such as pericardial effusion, gross wall motion abnormalities and cardiac tamponade. 
Cardiac - TEE
  1. Understand the mechanics of the TEE probe and how to manipulate the omniplane and flexion control wheels.
  2. Identify relevant cardiac anatomy based on the planes of movement of the TEE transducer including omniplane angle adjustment, rotation of the probe, anteflexion, and retroflexion.
  3. Aquire and interpret sonographic images of the heart (midesophageal 4-chamber, midesophageal long-axis, transgastric short axis).
  4. Identify basic pathology including pericardial effusion, hypovolemia, right and left heart dysfunction.
  5. Understand the indications for TEE during emergency resuscitation as well as contraindications to TEE use.

DVT     

  1. Understand the sonographic landmarks and anatomical relationships as they relate to the vasculature of the neck, upper extremity and lower extremity.
  2. Acquire and interpret sonographic images of the internal jugular, femoral, basilic, brachial and axillary veins in live patient models.
  3. Demonstrate compression technique of upper and lower extremity veins. 

eFast

  1. Understand the surface landmarks for appropriate transducer positioning to perform the FAST examination.
  2. Understand the sonographic landmarks and anatomical relationships of the heart, liver, spleen and bladder as they relate to the FAST examination.
  3. Demonstrate the ability to identify and visualize the areas of potential intra-abdominal and thoracic spaces for free fluid to collect or pneumothorax.
  4. Understand the sonographic findings and pitfalls for identifying life-threatening trauma conditions such as cardiac tamponade, hemo/pneumothorax and intra-abdominal hemorrhage.

Equipment 

  1. Learn to be an expert on ultrasound systems.
  2. Learn how to safely connect and remove probes from their ports.
  3. Learn how to switch between transducers. 
  4. Learn and demonstrate how to store and review images. 
  5. Demonstrate adjustments to controls ie; gain, depth, frequency in hands-on session. 
  6. Demonstrate how to properly document an ultrasound study by adding pt. information, text annotation and proper landmarks. 

Gallbladder & Renal        

  1. Understand the surface landmarks for appropriate transducer positioning to perform sonographic examinations of the aorta, kidney and gallbladder. 
  2. Understand the sonographic windows and landmarks of the aorta, kidney and gallbladder.
  3. Demonstrate the ability to identify and visualize landmarks for the aorta, kidney and gallbladder in the transverse and longitudinal scanning planes.
  4. Understand the sonographic findings and pitfalls for identifying pathology including aortic aneurysm, hydronephrosis and cholelithiasis/cholecystitis.

Gastrointestinal

  1. Understand the sonographic appearance of normal stomach, large and small bowel, and pancreas, including normal anatomical structures and normal bowel peristalsis. 
  2. Describe transducer choices, scanning protocols and patient positions necessary to perform a gastrointestinal examination. 
  3. Identify and detect gastrointestinal pathology such as ileus, pneumoperitoneum, appendicitis, colitis, diverticulitis, ileitis, intussusception or hernias.  
  4. Describe common sites of intra-and retroperitoneal free air, systematic examination techniques and pitfalls for appendicitis, pneumoperitoneum, colitis, diverticulitis and hernia.  

Head & Neck     

  1. Understand the normal sonographic appearance and anatomical landmarks of organs and structures in the head and neck region, including ocular, salivary glands, thyroid gland, the upper airway including larynx and trachea, upper esophagus, facial bones and neck vessels and lymph node anatomy.  
  2. Describe transducer choices, scanning protocols and patient positions necessary to perform a focused ocular examination to detect retinal detachment, vitreous hemorrhage, lens dislocation, periocular free air or increased intracranial pressure. 
  3. Understand common thyroid abnormalities such as cysts or masses and the anatomical relation of the parathyroid glands. 
  4. Describe the appearance of salivary glands and appearance of salivary stones. Identify lymphnodes within the neck. 
  5. Describe ultrasound exam techniques to detect upper airway anatomy to guide correct endotracheal tube placement including normal esophagus and appearance of esophageal intubation.  
  6. Understand anatomy of main neck vessels and their relation to other musculoskeletal structures

Image Acquisition and instrumentation 

  1. Enhance your basic understanding of the basic principles of ultrasound.
  2. Apply these principles to the reduction of common artifacts and improvement of high quality diagnostic ultrasound images.
  3. Understand the relationship between transducer position and image orientation.
  4. Demonstrate the basic operator controls on the ultrasound system required for image acquisition.

Landmark documentation

  1. Demonstrate proper landmark documentation of the heart
  2. Demonstrate proper landmark documentation of the fast examination.
  3. Demonstrate proper landmark documentation of the gb and renal
  4. Demonstrate proper landmark documentation of the Aorta
  5. Demonstrate proper landmark documentation of transabdominal OB

MSK - Lower extremity   

  1. Demonstrate the appearances of various soft tissues on diagnostic musculoskeletal ultrasound. 
  2. Correctly apply ultrasound basic concepts so as to ensure proper visualization of musculoskeletal structures. 
  3. Proficiently perform a diagnostic musculoskeletal ultrasound on lower limb structures with emphasis on hip & knee effusions, quad and patellar tendon tears, achilles tendon tears, and TFL injuries of the ankle. 

MSK - Upper extremity   

  1. Demonstrate the appearances of various soft tissues on diagnostic musculoskeletal ultrasound. 
  2. Correctly apply ultrasound basic concepts so as to ensure proper visualization of musculoskeletal structures. 
  3. Proficiently perform a diagnostic musculoskeletal ultrasound on upper limb structures with emphasis on clavicle fractures, shoulder separations, dislocated shoulders, and rotator cuff injuries. 

Ocular

  1. Review and understand how sonography can reveal pathology of the eye and to highlight its usefulness as a simple and cost-effective tool in investigating eye symptoms. 
  2. Understand the normal ultrasound anatomy of the eye, specifically the location of the retina.
  3. Know which probe is needed for ultrasound scans of the eye and the method to accurately and safely perform the exam. 
  4. Visualize an example of a retinal detachment diagnosed by ultrasound.

Procedures: bodily fluid removal

  1. Understand how pleural, pericardial and peritoneal fluid appear on ultrasound
  2. Understand the sonographic landmarks and anatomical relationships as they relate to commonly
    performed US guided procedures in the emergency department - pericadiocentesis, pleurocentesis, and paracentesis
  3. Use phantom models demonstrate ultrasound guided technique

Procedures: Nerve Blocks

  1. Discuss the science and practical performance of brachial plexus, axillary and femoral blockade. 
  2. Learn the physiology and anatomy of the techniques and factors that influence success and complications.
  3. Demonstrate approaches for peripheral nerve blocks in the upper and lower extremity. 
  4. Demonstrate peripheral nerve block on simulator under ultrasound guidance.

Procedures: Vascular    

  1. Understand the sonographic landmarks and anatomical relationships as they relate to the vasculature of the neck, upper extremity and groin.
  2. Acquire and interpret sonographic images of the internal jugular, femoral, basilic, brachial and axillary veins in live patient models.
  3. Demonstrate ultrasound guided cannulation on vascular simulator. 

Pulmonary

  1. Review and understand the sonographic artifacts of normal and pathologic pulmonary conditions that give pulmonary ultrasound its diagnostic capacity. This includes, but is not limited to, pleural imaging, the "lung sliding sign," B-line and comet tail identification for extravascular pulmonary congestion and pleural effusion imaging techniques.
  2. Review Demonstrate sonographic landmarks of the ribs, pleura, diaphragm and lung parenchyma. 
  3. Distinguish between normal and pathologic condition through image review and hands-on imaging practice.

Shock  

  1. Provide a sequenced approach to ultrasound in the medical shock patient. 
  2. Demonstrate the surface landmarks and transducer position necessary to evaluate the heart, IVC, aorta and peritoneum. 
  3. Review causes and potential responses to treatments of hypotension and tissue malperfusion. Testicular Ultrasound
  4. Learn and demonstrate the landmarks for the testes in the longitudinal and transverse plane.
  5. State the importance of using color Doppler and pulsed wave Doppler to indicate the waveform of vessels in the testes and epididymis.
  6. Review the following disorders of the testis: hydrocele, varicocele, orchitis, epididymitis, and varicocele.

Ultrasound Program - getting started

  1.  Review the responsibilities of the ultrasound director.
  2. Review the requirements for training faculty and residents and discuss the process of privileging faculty to perform emergency ultrasound.
  3. Review how to establish a quality assurance process and how to report, document and archive images for both teaching and clinical use.
  4. Review equipment necessary to begin a successful program.
  5. Share public domain resources others have used in program initiation.

Course format

This year’s ultrasound courses have been fully updated with participants’ wishes to design the ultimate advanced US course. Participants really wanted more modules. You will have your choice of 5 modules out of a possible 21 different ultrasound applications to chose from. There will be a maximum of four participants per one instructor allowing each individual participant ample time with their hand on the probe.

Schedule

Thursday 28 October

08:15-09:00 Hands-on Session #1
09:00-09:45 Hands-on Session #2
09:45-10:30 Hands-on Session #3
10:30-10:45 Coffee Break
10:45-11:30 Hands-on Session #4
11:30-12:15 Hands-on Session #5
12:15-12:30 Wrap up session

 

2019: Prague, Czech Republic

EUSEM Prague 2019 gefreubel

THANK YOU

Dear ColleLuis G Castrilloagues, Prague congress has become part of the EUSEM legacy and in our memory is going to be considered one of our most successful congresses. But this is not the time to enumerate all the relevant achievements of this meeting, and make comparisons; this is the time to sincerely thank those who made this possible.

The team of the scientific (SCOC), social and general program (ECOC) has a crucial impact on the final results of the congress, and their composition is transparent; but now I would like to recognize a more hidden activity that also contributes substantially to the final result.

During the Prague congress, we have had a wide group of volunteers, organized and properly led, mostly Czech medical students who not only provided support for this educational activity, in the future, they are also going to be the best emergency medicine ambassadors.

The national society has put all their resources on the success of the event; we have to mention Dr. Roman Gřegoř, MBA – President of Czech Society for Emergency and Disaster Medicine for his several duties during the congress.

We have had the opportunity to be closer to our daily work thanks to a great photo exhibition: " To the ED". The author Prof. Mgr. Jindřich Štreit, supported by the Department of Olomouc University Hospital, has complemented the scientific perspective of emergency medicine with a more human perspective, and we have to thank them.

The Prague Convention Bureau and the PCO have made our life more pleasant during those days; we are thankful for their commitment. Many others are missing on this list who for sure have had a relevant contribution; my gratitude for your support.

I will like to express one final request to this group of visionaries who made this event possible; it is not rational to lose your experience, and resorting to your generous support, transmit your experience to the new organizers, doing so, the future of EUSEM meetings is going to be more than promising.

PEM Special Interest Groups

Special interest groups (SIGs) are commissions created to develop, promote, update all the functions and relations of the Paediatric Section of the EUSEM. All SIGs have a responsible that participates in the Extended Executive Committee. The term of office is the same as for the Chair of the section, and is renewable only once. Members with special interests or competences can be invited by the Executive Committee to join or lead a SIG.

Special Interest Group – Curriculum Development

Responsible dr. Ruud Nijman, UK

The group is founded to develop, maintain and update a series of curricula in Paediatric Emergency Medicine (PEM). The target audience for the curriculum are mainly but not only nations with an emerging PEM work force.

SIG general objectives:

  • Design focused PEM emergency medicine curricula for the spectrum of emergency medicine
  • Design curricula suitable for the specific needs of various cultures, geographical areas and nations.
  • Review and modify standing curricula as required.
  • Prepare an annual report for the annual meeting and dissemination
  • Act as an advisory and consultancy group to member nations seeking consultation on the development of emergency medicine content and specialty training across the educational continuum.

Priorities for 2019-2020:

1. Validation of our European Training Curriculum (ETR) by the UEMS.

The ETR has been approved in November by the UEMS (that’s a very good news!).
2019 European Training Requirements for training in Paediatrics Emergency Medicine 

2. To define auditing of national training centres to ensure ETR complaint

The Curriculum SIG is working on objective #2 by developing an european survey.

Special Interest Group – Education

Responsible: Roberto Velasco

The group is founded to provide educational and teaching material in emergency medicine (EM) clinical areas. The group should evaluate, amend and distribute the existing educational and teaching material (e.g course, workshop) while design and develop new educational opportunities for the EM community (e.g. on-line video, not existing courses).

SIG general objectives:

The special interest group in education will accomplish its purposes in the following manner:

  • Identify educational needs based on assessments from a variety of sources, including different national and CME requirements, board certification requirements, quality measures, test results, activity evaluations, surveys. Particular attention will be made to examine existing content for “high priority” clinical practice modules (i.e. resuscitation, trauma, sedation, etc.).
  • Design, implement, evaluate and revise educational activities that meet identified needs and enhance the pediatric section of the EUSEM position as the primary source for state-of-the-art pediatric emergency medicine education, including:
  • Alternative educational opportunities such as simulation courses for procedural competencies and skills 
  • Mobile and online courses and other activities that incorporate new learning technologies
  • Activities designed to help students, residents, and young physicians during early years of practice
  • Activities on the pediatric emergency medicine core content designed to reinforce cognitive expertise 
  • Try to pursue strategic partnerships with companies and sponsor that may contribute to the objectives of any educational program
  • Explore cost-efficient ways to provide education to international emergency physicians enhancing EUSEM PEM section expertise internationally
  • Work in conjunction with the Disaster Medicine Section of the EUSEM to develop pediatric topics in the existing mass casualty/disaster training
  • Work to include pediatric PSA in the existing PSA pre-course
  • Work in conjunction with the Ultrasound Section of the EUSEM to develop pediatric topics in the existing Ultrasound basic/advanced course.
  • Explore the feasibility of a pediatric trauma course that should be run separately or in conjunction with the advanced pediatric emergency course (APEC).
  • Cooperate with other European pediatric groups and Societies and explore the possibility to provide advanced pediatric emergency training for general pediatricians and nurses.

Priorities for 2019-2020

1. To develop within the EUSEM, for the EUSEM but also for other societies (e.g. the EAP) specific PEM courses: POCUS, Procedural sedation and analgesia, Trauma

2. Future EUSEM congess organization. We will have more pediatric tracks in Copenhagen 2020, and the program should be prepared in advance.

SPECIAL INTEREST GROUP - Communication

Responsible: Ozlem Teksam

 Priorities for 2019-2020  

1. To continue the development of the facebook and twitter accounts in order to keep PEM members updated; improve the webpage of PEM in the Eusem site.

2. To be creative and answer to other questions raised by the members (e.g. How to involve nurses? How to interest students? And so on…).

Get involved!

We want you.

Are you interested in Paediatric Emergency Medicine?

Do you want to give your contribution to promote Paediatric Emergency Medicine?

Do you want to connect with a wide group of enthusiastic physicians all around Europe?

Do you want to play a critical role in advancing this Section?

The Paediatric Section of the EUSEM includes a network of emergency medicine and paediatric emergency medicine doctors who deliver emergency care in their own countries, and collaborate together to improve paediatric emergency care in Europe.

All the good things we realize are possible because of our members’ passion, work and involvement in the activities of the Section. The Section is growing and is getting more interest through Paediatricians, Paediatric Scientific Societies and Emergency Physicians. The awareness of Paediatric Emergency Medicine is increasing in the whole Emergency Medicine specialty. 

However, there is still so much work to do! Our Special Interest Groups are always looking for more members.

If you’re a member of the Paediatric Section and would like to play a role in promoting or advancing paediatric emergency medicine or if you want to submit your idea to improve the activities of the Section, we encourage you to contact us.

This email address is being protected from spambots. You need JavaScript enabled to view it.

PEM education and events

The European Training Requirements in Paediatric Emergency Medicine has been approved by UEMS.

The syllabus intends to:

  1. Harmonise training programmes in PEM between different European countries
  2. Establish clearly defined standards of knowledge and skill required to practice PEM at the tertiary care level
  3. Foster the development of a European network of competent tertiary care centres for PEM
  4. Improve the level of care for children who attend Emergency Departments (EDs).

Read the syllabus here.

Resources

Pediatric Inflammatory Multisystem Syndrome: Statement by the Pediatric Section of the European Society for Emergency Medicine and European Academy of Pediatrics

Read the article here

The Pediatric Emergency Medicine Database links to recent studies and journal articles: http://pemdatabase.org/

WEBINARS

The PEM section is organising a series of webinars in the light of COVID-19. 

The first edition was held on April 7. Topic: Guidance on COVID-19 in Paediatrics.

It was a very interesting review of the state of the art including Clinical Presentation and Treatment & Diagnostics in Children, followed by sharing experiences from highly impacted countries; France, Italy and Spain.

Please find the recording here on the EUSEM Academy

If you login to the Academy with your EUSEM account, you can contribute to the forum and share experiences there or suggest topics for the next webinar.

Newsletters

1st edition PEM newsletter

2nd edition PEM newsletter

Paediatric Emergency Medicine in Europe

Paediatric Emergency Medicine is still not recognized as a formal subspecialty in many European Countries. We are constantly working to update and enrich the European Paediatric Emergency Curriculum. This document serves as a guide for paediatricians who wish to work in emergency departments, as well as for general emergency physicians who have to deal with paediatric emergencies and require further training.

The last version of the European PEM Curriculum can be found here.

Status of Paediatric Emergency Medicine in the European Countries represented in the Section:  

Belgium – PEM not recognized

France – PEM not recognized (comment to be added by national representatives)

Hungary – PEM not recognized (comment to be added by national representatives)

Italy – PEM not recognized. The 5 years paediatric training program allow residents who want to become PEM specialist to spend the last 2 years of their training program in the PED.

Portugal – PEM not recognized (comment to be added by national representatives)

Spain – PEM not recognized (comment to be added by national representatives)

The Netherlands – PEM not recognized (comment to be added by national representatives)

Turkey – PEM not recognized (comment to be added by national representatives)

UK – PEM formally recognized

Israel – PEM formally recognized

PEM Section Structure

The Executive Committee is composed by

  • Chair of the section
  • Chair-Elect
  • Past-Chair

The Extended Executive Committee consists of:

  • Executive Committee
  • Chair of the Special Interest Group on Curriculum Development
  • Chair of the Special Interest Group on Education

The PEM section of the EUSEM consists of:

  • Extended Executive Committee
  • Members of the Pediatric Section up to date with the payment of the annual membership fee

All components of the PEM section should be up to date with the annual EUSEM membership fee.

Become a member!

 

 

PEM branche members

UNITED KINGDOM

 

 

 

 

Ian Maconochie (Past-Chair)
Tom Beattie
Ruud Nijman
Ahmed Soliman
Mark Lyttle
Rodrick Babakhanlou  Manuel Dewez             
Mary Ryan               
Edward Snelson 
Shunmay Yeung           
Ami Parikh                     
Katy Letham

SPAIN

 

 

 

 

Javier Benito (Past-Chair) 
Borja Gomez             
Helvia Benito
Natalia Paniagua       
Santiago Mintegi
Roberto Velasco
Nieves De Lucas
Andrés González 
Carles Luaces-Cubells
Rafa Carles Marañón 
Alonso Cadena           
Jesus Payeras

 

HUNGARY

 

 

 

 

Zsolt Bognar
Zsuzsanna Lefter
Gábor Simon               
Fodor Laszlo

 

 

ITALY

 

 

 

 

Niccolò Parri (Past- Chair)
Silvia Bressan
Liviana Da Dalt
Marco Daverio
Francesca Bronzini
Martina Giacalone
Idanna Sforzi
Emanuale Castagno 
Maria Paola Vardeu   
Marta Romanengo     
Paolo Biban           
Francesco Martinolli 
Fabio Midulla             
Annamaria Musolino   
Lorenzo Zanetto         
Maria Chiara Supino     
Rossella Colosso   
Deborah Snijders

 

AUSTRIA

 

 

 

 

Espiona Pinky-Rose
Susanne Greber-Plats

PORTUGAL

 

 

 

 

Lia Gata
Ricardo Fernandes

SWITZERLAND

 

 

 

 

Alain Gervaix           
Annick Galetto Lacour
Johan Siebert
Sergio Manzano
Julia Höffe
Laurence Lacroix
Ruth Löllgen
Celine Rey-Bellet           
Cyril Sahoun

CZECH REPUBLIC

 

 

 

 

Alexandra Petrovska

 

GERMANY

 

 

 

 

Barbara Hogan 
Christoph Bidlingmaier

 

NETHERLANDS

 

 

 

 

Felix Kreier
Dorine Borensztajn
Dorien Geurts
Henriette Moll
Rianne Oostenbrink
Paolo Valerio

ESTONIA

 

 

 

 

Ylle Uustalu

LATVIA

 

 

 

 

Dace Zavadska       
Pucuka Zanda            

 

QATAR

 

 

 

 

Geetanjali Srivastava

SWEDEN

 

 

 

 

Ioannis Orfanos   
Gabriella Eisler       
Ingunn Olafsdottir     
Karin Wiebe

UNITED STATES

 

 

 

 

Dave Walker 

ROMANIA

 

 

 

 

Diana Moldovan
Mihai Gafencu

 

ISRAEL

 

 

 

 

Itai Shavit                       
Ron Berant             
Yehezkel Waisman     
Eran Mashiach

SAUDI ARABIA

 

 

 

 

Nadeem Qureshi

FRANCE

 

 

 

 

Luigi Titomanlio (Chair) Gerard Cheron
Francois Angoulvant
François Dubos
Christele Le Guen
Sandrine Leroy
Jean-Chistophe Mercier 
Johan Personnic       
Alexis Rybak         
Laurence Morin         
Julien Le Coz             
Fawzia Belaidi

BELGIUM

 

 

 

 

Said Hachimi-Idrissi
Patrick Van de Voorde

 

TURKEY

 

 

 

 

Teksam Ozlem           
Eylem Saz Ulas
Anil Murat                   
Deniz Tekin                   
Hayri Levent Yilmaz
Caner Turan               
Murat Duram             
Alkan Bal                     
Aykut Caglar             
Damla Hanalioglu           
Ali Yurtseven             
Ahmet Ziya Birbilen
Ahmet Haki Turkdemir

LITHUANIA

 

 

 

 

Linas Darginavicius
Simona Sabulyte         
Lina Jankauskaite

 MALTA

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Ruth Farrugia

 IRELAND

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Ronan O'Sullivan

   

GREECE

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Iliana Christaki