Lead Tutors

• Dr Beccy Bardgett - Bradford Teaching Hospitals NHS Foundation Trust
• Dr Diarmuid Kerrin - Barnsley Hospital

 

Dr Kerrin advises that the following books are worth reading for the above days 1 & 2 of this unit:

"Ways to Live Forever" by Sally Nicholls  (Marion Lloyd books 2008)

"The Spirit Catches You and You Fall Down"  by Anne Fadiman (Farrar, Straus and Giroux 1997)

Follow the Child: Planning and Having the Best End-of-Life Care for Your Child paperback - 18 Jan 2018 by Sacha Langton-Gilks (Jessica Kingsley Publishers)

Was This in the Plan? Paperback 12 Sept 2017 by Stephanie Nimmo  (Hastag Press, 2017)

The Children's Act  by Ian McEwan  (Vintage 2015)

 

Another reference you're advised to look at is:

Wilne et al, The Diagnosis of Brain Tumours in Children.  ADC 2010:95:534-539

Teaching begins at 09:00 prompt unless stated otherwise. Please ensure you turn up on time.

If you are unable to attend any of the session allocated you must arrange a swap & let Vicky know once a swap is confirmed. Under no circumstance should you just turn up at a session.  Tutors work their programmes around the numbers given by Vicky and it may result in you being turned away from the session if your name is not on the register.

Professional Skills Day 1 First Run	Professional Skills Day 2 First Run	Professional Skills Day 1 Second Run	Professional Skills Day 2  Second Run
Programme	Programme	Programme	Programme

DUE TO THE NATURE OF THE TEACHING ON SIMULATION DAYS  3 & 4.  PLEASE NOTE BOTH DAYS MUST BE ATTENDED TOGETHER

DUE TO THE PROXIMITY OF DVH, AND NOT A LOT OF PLACES NEARBY TO PURCHASE FOOD, IT WOULD BE ADVISABLE TO TAKE A PACKED LUNCH WITH YOU

Simulation Day 3  First Run	Simulation Day 4 First Run	Simulation Day 3  Second Run	Simulation Day 4 Second Run
Programme	Programme	Programme	Programme

 

Simulation Day 3  Third Run	Simulation Day 4 Third Run
Programme	Programme

 

 

 

 

 

 

 

Oncology -Objectives:

 

• recognise and understand the clinical manifestations of leukaemia and lymphoma
• be able to recognise the immediate dangers of leukaemia to the newly presenting child
• be able to recognise the presenting features of brain & solid tumours
• Have an understanding of the sequence of events following a diagnosis of cancer
• be aware of staging and the protocols of treatment
• To be aware of the emergency presentations and their initial management
• Understand the significance of fever in a neutropaenic patient

 

Palliative care Objectives:

• recognise factors which determine when care of a patient becomes palliative
• know about appropriate therapeutic intervention in symptom control
• be aware of the ethical issues in therapeutic intervention in children with life-limiting conditions
• know about local opportunities for respite care, including hospice availability
• recognise loss and grief and their effects on the health and well-being of children, families and professionals
• be aware of local bereavement support services
• recognise the skills and experience of other professionals acknowledge personal needs for support and the needs of other professionals involved in the care of the dying child for support networks
• understand the need for respect of the wishes of the child or young person particularly when these are different from those of the family and health professionals
• understand the importance of working with colleagues in multi-disciplinary teams to ensure consistency and continuityand holistic approach to the treatment and care of children and young people
• have begun to develop appropriate responses and empathy for children, young people and their families experiencingdifficulty and distress, for example, in the case of a child who is dying.

 

Cross-cultural communication Objectives:
 

• Be aware of and sensitive to the way in which cultural & religious beliefs affect approaches to treatment and care andrespond respectfully to the expressed needs of patient and carer.
• Understand the importance of cultural diversity and the difficulties where religious & cultural beliefs may be in conflict with good medical practice and know where to find legal & ethical guidelines
• know how to respond appropriately and where to find assistance in cases where a child or family may not all speak English
• appreciate the right of all children and their families to have access to interpreting services

 

Ethics Objectives

understand the importance of cultural diversity and the difficulties where religious and cultural beliefs that parents mighthold about the treatment of their children are in conflict with good medical practice, and know where to find legal andethical guidelines to support their work.

• begin to understand that young people may have or may develop health care beliefs which are in conflict with those of parents or professionals, when to seek support
• be aware of the ways in which their personal experiences, values and attitudes might affect their professional practice and know when to refer a case to another doctor.
• demonstrate an understanding of and respect for legal and ethical issues relating to consent and confidentiality in paediatrics, including Gillick Frazer competence.

Lead Tutor

• Dr Bob Phillips - Leeds Teaching Hospitals

Bradford Royal Infirmary

Don Valley House

Clinical Research &  Appraisal Days 1 & 2 (a)	Clinical Research &          Appraisal Days                          1 & 2 (b)	Clinical Research & Appraisal Days 1 & 2 (c)
Programme  Day 1 Programme  Day 2	Programme  Day 1 Programme Day 2	Programme Day 1 Programme Day 2