John Libbey Eurotext

An epilepsy curriculum for primary health care providers: a report from the Education Council of the International League Against Epilepsy Article à paraître

Illustrations

  • Figure 1.

Tableaux

Auteurs
1 Department of Neurology, Dayanand Medical College & Hospital, Ludhiana, India
2 Institute of Neurology, Facultad de Medicina, Universidad de la República, Uruguay
3 Medical School, University of Antioquia, Medellín, Colombia
4 Établissement médical de La Teppe, Tain-l’Hermitage, France
5 Department of Neurosciences, BLK-MAX Healthcare, New Delhi, India
6 ILAE Academy, USA
7 Department of Child Neurology, LR19ES15 Neuropediatrie, Sfax Medical School, University of Sfax, Tunisia
8 Department of Clinical Neurosciences, University of Calgary, Alberta, Canada
9 Department of Paediatric Neurology, Red Cross War Memorial Children’s Hospital, Neuroscience Insititute, University of Cape Town, South Africa
10 Institute of Neuropathology, Unversitätsklinikum Erlangen, Erlangen, Germany
* These authors contributed equally to the development of the curriculum (listed in alphabetic order).
Correspondence:
Ingmar Blümcke
Institute of Neuropathology, University Hospitals Erlangen, Erlangen, Germany

Objective

Primary health care providers are directly responsible for the care of people with epilepsy. However, their education about epilepsy might be inadequate or lacking. Our objective was to develop an evidence-based and consensus-driven educational curriculum for the management of epilepsy within the primary healthcare setting.

Methods

The International League Against Epilepsy (ILAE) Education Council commissioned a task force of international experts, who met virtually at monthly intervals in 2020/2021 to develop the curriculum. The task force adopted and added to five domains from the ILAE Epileptology Curriculum after discussions on context, structure and wording of associated competencies and learning objectives. The consensus-approved curriculum was disseminated to the ILAE leadership and constituency in six different languages. An online survey was used to collate structured feedback which further refined the curriculum.

Results

Feedback was obtained from 785 voluntary respondents who were inclusive of epilepsy specialists and primary healthcare providers. Nearly two thirds of the respondents approved the use of the curriculum to advance the competency of primary health care providers in epilepsy. The final educational curriculum comprised six domains, 26 competencies and 85 learning objectives. The six domains were: (1) ability to diagnose epilepsy and its broad subtypes; (2) ability to provide counselling to people with epilepsy over a range of issues; (3) ability to introduce treatment and follow-up to people with epilepsy; (4) competency to appropriately refer people to higher centres of care; (5) ability to manage epilepsy emergencies including status epilepticus; and (6) ability to recognize and provide basic care for psychiatric and somatic comorbidities.

Conclusions

The curriculum represents an advance in providing inclusive care for epilepsy within the primary health care setting and ideally should be used to facilitate future primary health care epilepsy education packages.