The European Congress of Psychiatry will serve the educational mission of the EPA by providing high-quality education courses, covering all aspects of psychiatry.
Each course is 3.5 hours long and will present advanced material on a chosen topic of practical relevance.
HOW TO REGISTER
You can register for an EPA course through the congress registration system.
Registration for the EPA courses is only for congress participants and pre-registration for each course is required.
Space in each courses is limited – register now to ensure a spot in your preferred course.
Switching courses will be permitted until 21 March, 2020 (one week prior to the start of the congress). To change a course you selected, please go to the “edit” link in your registration confirmation email.
|EPA Course Category||Early Rate Fees
(price per course)
(price per course)
|EPA Course||€ 60||€ 70|
|EPA Course||€ 45||€ 55|
|EPA Course||€ 30||€ 35|
Buy one course entry, receive the second course entry for free
The EPA courses are fully accredited by the European Accreditation Council for Continuing Medical Education (EACCME) and these credits are included in the total number of credits awarded to the congress.
Please click here for further CME/CPD information.
Course material will be available in due time to the registered course participants. Click on the course title for detailed information.
Saturday, 28 March 2020
Time: 14:45-18:15 (Break: 16:15-16:45)
Techniques for Managing Challenges in Clinical Practice: An Interactive EPA Simulation Course Using Role-Play and Video
Course Director:Defne Eraslan (Germany)
Divided into four modules each with a similar format lasting approximately 40 minutes:
- A volunteer individual course participant interviews the “patient” privately whilst being filmed and broadcast live to the course participants group. (10 minutes)
- The interviewer and the patient then join the main group for feedback and discussion using a positive and appreciative methodology led by the course facilitators (total 30 minutes)
- All discussion and feedback will be done in a positive way that values and appreciates all participants.
Where appropriate, there may be opportunity to re-enact parts of interviews.
Module 1: The Beginning – starting the consultation
Module 2: Asking difficult questions
Module 3: Dealing with challenging behaviours
Module 4: The End: Ending the session
- The session will be introduced, including a short presentation.
- Volunteers will be sought to do the interviews.
- Each interview will last approximately ten minutes, followed by discussion in the whole group facilitated by the three faculty.
The format of this will be:
- the interviewer will first be asked to identify specific things on which they wish to receive feedback
- one participant will identify two things that they felt were done well by the interviewer
- another participant will identify two things that could be done differently
- the “patient” will then have an opportunity to comment if they wish, followed by discussion in the whole group including the “patient”
- The session will be formally closed. (Feedback to be collected)
How to Write a Scientific Paper
Course Director: Sophia Frangou (United States of America)
Course Description: Scientific research is essential in improving care of patients with mental health problems. European Psychiatry is the official journal of the European Psychiatric Association and is published since 1986 with the aim to improve the lives of patients with psychiatric disorders and to promote professional excellence through education and research.
The course will provide essential information on how to write and successfully publish a paper in European Psychiatry. The teachers of the course are the three editors of the Journal who will actively interact with participants in order to improve their writing skills. In particular, during the course, participants will be invited to discuss their experience with scientific journals and will be provided with practical suggestions on how to write good papers. Participants will be guided through the journey of publication from the hypothesis-based approach to Editor’s expectations until acceptance of manuscripts.
Early Intervention in Psychosis: Working as a Team and Involving Families
Course Director: Merete Nordentoft (Denmark)
Course Description: EARLY INTERVENTION – A KEY FEATURE OF PSYCHIATRY IN THE FUTURE. Mental illness is associated with high burden of disease and it has severe individual and societal consequences. It will be of immense value to be able to intervene in risk groups identified before onset of psychosis and other severe psychiatric disorders.
In first episode psychosis, early Intervention services with team-based intensive case management and family involvement are superior to standard treatment in reducing psychotic and negative symptoms and comorbid substance abuse and improving social functioning and user satisfaction. As an introduction, the results of the OPUS-trial will be presented together with meta-analyses based on similar trials.
The basic principles for working in an early intervention team will be presented and discussed. Involving families is a cornerstone in early intervention. Family involvement can be in many different formats, depending on the needs and preferences of the patients and the relatives. The multifamily group approach will be presented with vignettes and tried out in role plays. The implementation of OPUS all over Denmark will be presented together with the Danish OPUS-fidelity study.
Non-invasive Brain Stimulation Methods (rTMS – tDCS): From Evidence to Practice
Course Director: Samuel Bulteau (France)
Course Description: Proposed by the EPA Section on Old Age Psychiatry
Despite advances in psychopharmacology, up to 30% of patients with psychiatric condition continue to experience disabling symptoms despite being on medication. Thanks to their ability to modulate cerebral networks, non-invasive brain stimulation methods have been proposed as an alternative method to alleviate treatment resistant symptoms in patients with psychiatric conditions, especially depression, schizophrenia and substance use disorders. Non-invasive brain stimulation methods cover a broad range of approaches including electroconvulsivotherapy (ECT), repetitive transcranial magnetic stimulation (rTMS), transcranial electrical stimulation (tES: tDCS, tRNS, tACS, tSOS,…).
The course will have four sections:
- Overview of rTMS and tDCS methods
- Brief presentations of their main indications in psychiatry (depression, schizophrenia and substance use disorders) and their place in the treatment algorithm, with a focus on the elderly
- Practice exercises with the devices
- General Discussion about strengths, weaknesses and gaps in adult as well as elderly population
The goals of this course are to:
1) Review recent non-invasive brain stimulation approaches (rTMS and tDCS) for the treatment of psychiatric symptoms and question their relevance in late-life psychiatric disorders.
2) Practice with available brain stimulation devices approved as medical device by health authorities.
3) Discuss the strengths, weaknesses and gaps of the various approaches in each indication
The ABCs of the Clinical-Diagnostic Interview
Course Director: Peter Handest (Denmark)
Course Description: The diagnostic interview remains at the heart of clinical psychiatric practice. It consists of a dialogue between two subjects with the common goal of clarifying symptoms and diagnosis. It is precisely within such dialogic setting that the manifold diversity of psychopathological phenomena emerges, often beyond the descriptive boundaries of diagnostic glossaries. Indeed, the interview is a vital prerequisite to treatment and invariably sets the tone for the therapeutic alliance.
The course, which capitalizes on the personal experience as a service user of one of the co-directors, is built upon a combination of live patient interview, discussions and short lectures. It will address foundational aspects of the psychiatric interview, focusing on strategic-technical aspects and relational-empathic skills; and also provide concrete advice, tips and tricks from experienced interviewers and patients.
Key learning points will be:
- How to establish an atmosphere of interpersonal trust and to initiate the diagnostic process.
- How to ask, “the best questions.”
- How to explore the meaning behind common language phrases like “I feel depressed” or “I have had a nervous breakdown.”
- How to discriminate between “normal”, morbid and psychotic; and between subjective experience, notions and expressed behavior.
- How to choose the best diagnostic tools and instruments.
Medical Ethics in Psychiatry
Course Director: Rutger Jan van der Gaag (Netherlands)
Course Description: Ethics (from the Greek ‘εθiks: the best way to behave”) is, according to the Oxford dictionary “the branch of knowledge that deals with moral principles”. Moral principles govern a person’s behaviour. Aristotle held “virtues” as the guiding principal, Kant “duty”, whereas utilitarianism stipulates that the “guiding principal” should be “the greatest happiness or benefit of the greatest number”.
In medicine ethics are based on the Hippocratic oath, nowadays expressed in the “Declaration of Geneva” (1948, revised 2006 in current revision to be finalized in October 2017). Two moral principles in this medical oath are crucial: – respect for the autonomy of the patient and their safety (in a broad sense: both physical and intellectual (privacy). In clinical practice, medical doctors struggle, on daily basis, with dilemmas around these themes. These themes will be explored and discussed in groups, using case vignettes in which doctors are confronted with ethical dilemmas. The course directors will propose a number of cases, but the participants will be encouraged in an interactive fashion to discuss their own experiences.
The Pharmacological Management of Mood Disorders and Psychosis During Pregnancy and Lactation
Course Director: Angelika Wieck (United Kingdom)
Course Description: Proposed by the EPA Section on Women, Gender and Mental Health.
The management of childbearing mothers with mental illness is challenging, requiring the clinician to maintain maternal wellbeing during pregnancy, whilst preventing postnatal recurrences and avoiding harm to the child. The course will cover the use of antidepressants, antipsychotics, lithium, anti-epileptic drugs and sleep-inducers in pregnant and breastfeeding mothers. Recent evidence on potential teratogenic risks of these agents arising from early pregnancy exposure will be outlined as well as effects on obstetric and infant outcome following later pregnancy exposure.
Adverse effects on neonatal health will be reviewed and the current knowledge on drug transfer from the mother to the infant during breastfeeding discussed. This evidence will be related to current pharmacological guidelines for childbearing women. An important consideration in the management of childbearing women is that risks to the child do not only arise from the use of psychotropic medication. There is increasing evidence that maternal mental illness by itself and associated lifestyle and social factors can alter infant outcomes.
Although there are no optimal solutions, a thoughtful and informed approach to the evidence, consideration of the woman’s own history and preferences, and maximizing benefits of non-pharmacological treatment approaches can improve individual outcomes. Preconception consultations for women who have psychosis or severe mood disorders and are planning a pregnancy, are highlighted as a means of optimizing maternal and child outcomes.
Forcibly Displaced People (Refugees, Asylum Seekers) and Mental Health: Basic Knowledge and Skills for Mental Health Workers
Course Director: Levent Küey (Turkey)
Course Description: By 2017 UNHCR estimated that over 68.5 million persons were forcibly displaced due to wars, armed conflicts, persecution and human rights violations. Mental health problems that forcibly displaced people (refugees and asylum seekers) experience, constitute a serious public mental health problem. There is increasing evidence that a large proportion of refugees and asylum seekers residing in Europe suffer from the consequences of traumatic events and exhibit mental disorders including, but not limited to, trauma related disorders, e.g., Post-Traumatic Stress Disorder.
EPA considers as one of its major tasks to raise awareness on this important problem and outline strategies for how its member societies, and the psychiatric profession at large, may contribute to managing these challenges. This course aims to increase awareness, basic knowledge and skills of the psychiatrists and other mental health workers.
The following issues will be addressed during this course:
- Basic nosology/terminology related to the forcibly displaced people (i.e., refugees, asylum seekers, IDPs, and etc.);
- Facts and statistics on the current dimensions of problem;
- Physical and psychological traumas, including sexual abuses, related to the displacement process;
- Mental health situation and needs of specific risk groups among the forcibly displaced people;
- Current evidence on the mental health consequences and related psychiatric disorders;
- Culturally sensitive clinical interview and assessment techniques;
- Evaluation of the current situation of mental health care provision including a review of the opportunities and limits of existing mental health services for the forcibly displaced people.
Autism Spectrum Disorder in Adults
Course Director: J. Antoni Ramos-Quiroga (Spain)
Course Description: Proposed by the EPA Section on Neurodevelopmental Disorders Across the Lifespan (NDAL)
Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterised by persistent difficulties in social interaction and communication, as well as restricted interests, stereotypic behaviours and resistance to change. The prevalence of ASD in the general population is around 1%. The studies have shown that adults with ASD experience significant disadvantage in employment, social relationships, quality of life. But unfortunately, adult providers having less knowledge of ASD, possible differences in ASD presentation in females, and inaccurate diagnosis due to misattribution of ASD symptoms to another psychiatric disorder.
Another complex issue is the group of later-diagnosed adults, who sometimes is referred to as “the lost generation”, as they were children during a time when autism was more narrowly defined and thus were not identified when young. There is a real need to increase the knowledge of autism focused on adults, particularly on diagnosis and how best to support autistic individuals as they transition into and move through adulthood.
We will organize 4 lectures with European experts on this topic, divided in two blocks. The first block will include 1) Introduction to ASD and 2) Diagnosing ASD in adults. The second block will be centered on treatments, 3) Pharmacological treatment and 4) Psychological treatments. In each block we will have 30 minutes for practical cases and questions.
Sunday, 29 March 2020
Time: 8:00-11:30 (Break: 9:30-10:00)
Useful Open Science Tools to do Research in Psychiatry
Course Director: Thomas Gargot (France)
Course Description: The methodology of scientific method can be sometimes difficult to understand and implement in psychiatry. Different tools exist to help this process by collecting and interpreting data, but they can sometimes be quite expensive. Here we will present free and open source software’s that help to communicate but also randomize, collect, interpret and publish data. These tools can be easily reused, shared and could improve validity and reproducibility of scientific research. In order to be interactive, we will involve the participants in the collection of the data of a prototypical scientific study, an international cake testing database! (http://bit.ly/cakereport).
We will see a study protocol and how we can pregister this protocol defining the primary outcome. Here what is the best cookie from 2 different brands? We will discuss the issue of sample selection. Who will taste the cookies? Randomizer.org will help us to attribute a condition to each subject. Limesurvey helps to run easy online surveys. What did you think about each characteristic of your cookie? R helps to analyse and plot the data. What the mean score? How to plot the results? Is the difference significant? GitHub helps to publish publicly or not our data and analysis script. ArXiv systems helps to publish early works and manuscripts before publication. Equator-network.org can give guidelines that could help to write scientific articles. We can promote our work then on wikipedia and discuss what are the advantages and issues to promote your own work on wikipedia.
ABCs of Neuropsychiatry for Psychiatrists
Course Director: David Okai (United Kingdom)
Course Description: Proposed by the EPA Section on Old Age Psychiatry.
Neuropsychiatry is a discipline that sits at the interface of both neurology and psychiatry and deals with the psychiatric manifestations of psychiatric disorders. Due to the division of psychiatry and neurology in the past century and the complexity in the management of neuropsychiatric disorders, psychiatrists often lack consistent experience in this field. The course will address neurodegenerative diseases, epilepsy and non-epileptic seizures, head injury and movement disorders.
The first part of the course will provide participants with an overview of the general approach to neuropsychiatric diagnosis, examination and management. It will begin with an overview of the basics of interpreting key investigations in neuropsychiatry (magnetic resonance imaging and cognitive testing). Case studies will illustrate the cardinal neuropsychiatric presentations based on cortical and subcortical injury.
The second part of the course will focus on the neuropsychiatry of seizure and movement disorders and Parkinson’s disease and their practical management. The final part of the course will be an interactive discussion based on cases from our daily practice illustrating the challenges faced by psychiatrists managing patients with primary neurological conditions.
Monday, 30 March 2020
Time: 8:00- 11:30 (Break: 9:30-10:00)
Non-Pharmacological Treatment of Adult ADHD
Course Director: Alexandra Philipsen (Germany)
Course Description: Proposed by the EPA Section on Psychotherapy
Attention deficit hyperactivity disorder (ADHD) is a common disorder, beginning in childhood, but frequently continuing into adulthood. ADHD over the lifespan can cause severe negative psychosocial consequences. Guidelines recommend multimodal treatments in attention deficit hyperactivity disorder (ADHD). Beside medication, psychoeducation and behavioral strategies are meaningful additional treatment options. In the course, an overview on the evidence-based treatments in adult ADHD is given. Subsequently, psychoeducation, (cognitive) behavioral strategies, and mindfulness-based strategies are presented in more detail. Moreover, complementary treatments such as physical activity and potential underlying mechanisms are discussed.
Brief Motivational Interviewing Intervention in the Emergency Room: How to Engage Quickly Patients with Addictive Disorders
Course Director: Pilar Lusilla Palacios (Spain)
Course Description: Proposed by the EPA Section on Addictive Behaviours
Motivational interviewing is defined as a patient-centered and collaborative approach that guides people to initiate and maintain a strategy of behaviour change through the resolution of their ambivalence. This approach has become, in the last decades, the golden standard to manage addictions as opposed to classic confrontational models.
Different meta-analysis has demonstrated its moderate but robust effect in improving both adherence to treatment and addictive behaviours. Brief interventions have proven its efficacy in primary health settings, to help patients reduce their drug use, specially concerning alcohol and tobacco. Motivational adaptations of those brief counselling interventions have been developed and tested in recent years.
In this course, attendees will receive training on how to use brief motivational interventions (BMI) with patients suffering addictive disorders in the Emergency Room.
The course will address the following topics:
- How to identify which clinical situations are, and are not, suitable for a brief intervention
- Key elements of a successful brief motivational intervention
- Barriers (and how to overcome them) to deliver BMI in the Emergency Room
- Elements that influence adherence to treatment and successful referral
- Review of the existing scientific evidence.
The course will be very interactive. Videos, group dynamics, and role-playing techniques will be used.
Psychiatric Management of Borderline Personality Disorder (BPD) With or Without Psychotherapy
Course Director: Lionel Cailhol (Canada)
- BPD IS FREQUENT AND SEVERE: BPD is a common mental disorder (around 2%); mortality as severe as schizophrenia or diabetes (10 to 25 years of lost life).
- PSYCHOTHERAPY: recommended treatment but availability and acceptability limited.
- What are the relevant principles and tools to manage this patient in general psychiatry?
Abstract – Guidelines emphasize on psychotherapeutic treatment as they are the most studied and successful type of treatment. However, a large proportion of BPD patients do not have access to psychotherapy for different reasons (ie: this kind of treatment does not exist in their area, patient does not have the motivation).
In this course, we will review clinically useful strategies to improve the outcome for these patients, that can be used whether the patient has access to psychotherapy or not. First, we will present ways to review diagnosis and efficient ways to offer psychoeducation to the client. Then we will consider treating clinical comorbidities such as addiction, PTSD, depressive disorder, ADHD. Furthermore, we will present the common medical disorders in this population and some tools to improve their medical management (screening, follow-up). We will highlight the potential of lifestyle medicine (improving nutrition, sleep, physical activity). We will discuss the strengths and weaknesses of psychiatric hospitalization and emergency services and offer guidelines to efficient case management. Considerations related to the usefulness of psychometric tools (screening and outcome measure) will be discussed. Lastly, we will introduce some new kinds of treatments and discuss prevention.
Tuesday, 31 March 2020
Time: 8:00- 11:30 (Break: 9:30-10:00)
Interpersonal Therapy and Interpersonal and Social Rhythm Therapy
Course Director: Benjamin Lavigne (Switzerland)
Course Description: Proposed by the EPA Section on Psychotherapy
Interpersonal therapies have proven their efficiency in the treatment of depression since the 80s. Based on a model of brief therapies, and on a regularly updated manual, they are organized by trained therapists in 12 to 16 sessions and they focus on one of the 4 problem areas described by Sullivan’s interpersonal theory: complicated behaviour, interpersonal role disputes, role transition, and interpersonal deficit.
In this training, teachers propose to address the basics of interpersonal therapy in depression, and interpersonal therapy with social rhythm management in bipolar disorder. The training will be using didactic presentations, role plays and clinical cases on commented videos. For IT, the course will address psychoeducation of depression, communication analysis, affect motivation and Socratic questioning. For IPSRT, the course will present the remediation of social rhythms adapted for bipolar disorders.
Risk Assessment and Risk Management of Violent Patients in General Psychiatry
Course Director: Kris Goethals (Belgium)
Course Description: Proposed by the EPA Section on Forensic Psychiatry
The course will provide the knowledge and research results about the risk of psychiatric patients of becoming violent and of becoming offenders with violent crimes. It will focus on the indicators of risk for violence and delinquency but also on the indicators of immediate threat and imminent aggression on wards and in outpatient settings. It will teach on how to develop a structure in the assessment and to come to a professional judgment on the severity and on the imminence of risk. It will also teach on risk formulation and risk communication among staff and outside of the clinicians’ surroundings (relatives, police, courts, caretakers). It will address risk management, when to intervene and how, the methods of prevention and the long-term guidance of risky patients.