Rethinking physical and rehabilitation medicine: New technologies induce new learning strategies (Collection de L'Academie Europeenne de Medecine de Readaptation)

Cover......Page 1
front-matter......Page 2
Title Page
......Page 4
Copyright Page
......Page 5
Members of the European Academy of Rehabilitation Medicine......Page 6
CONTRIBUTORS......Page 7
Table of Contents
......Page 10
EXECUTIVE SUMMARY......Page 12
FOREWORD......Page 19
PART I
LEARNING AND EDUCATION
INTO REHABILITATION STRATEGY......Page 21
Rehabilitation, a clear objective; PRM, an ambiguous term for the medical specialty......Page 22
Learning and teaching: the two pillars of PRM strategy......Page 23
The overwhelming power of normality and standards......Page 25
The weight of empiricism and dogma......Page 26
The weight of habit and received wisdom......Page 28
Learning and teaching, toward new paradigms......Page 29
Learning and teaching without going overboard......Page 31
Conclusion......Page 33
References......Page 34
Introduction......Page 37
The ICF in the Perspective of the WHO and the UN System......Page 38
Development of the ICF......Page 39
The Structure of the ICF......Page 40
ICF categories: building blocks and reference units......Page 41
ICF Core Sets......Page 42
Mapping the world of measures to the ICF and vice versa......Page 43
Measuring a single ICF category......Page 47
Measuring across ICF categories......Page 48
ICF-based conceptualization of the public health strategy rehabilitation and the medical specialty (PRM)......Page 49
ICF-based organization of “human functioning and rehabilitation research”......Page 51
Developing PRM in the context of “human functioning and rehabilitation”......Page 52
The ICF in rehabilitation management......Page 53
Assessment......Page 54
Evaluation......Page 59
Conclusion......Page 66
References......Page 67
Rehabilitation and norms......Page 71
Meanings of the word “normal”......Page 72
The “abnormal other”: a long history of discrimination......Page 75
PRM: an alternate construction of the normal-abnormal contrast......Page 76
The social model of disability: how the issue of normality shifted from the individual to the environment......Page 78
Is it possible to reconcile medical practice and the socialmodel of disability?......Page 80
References......Page 83
PART II
IMPLICIT LEARNING:
A BASIC LEARNING PROCESS......Page 87
Introduction......Page 88
Biography of Ivan Petrovich Pavlov......Page 89
Conditioned reflexes and Pavlov’s theory......Page 90
Biography of Nicolaï Alexandrovitch Bernstein......Page 91
Goal-directed activity and levels of description......Page 93
Interaction, mediation, internalization......Page 94
The Bernstein-Pavlov controversy......Page 95
Legacy......Page 96
Expansion of behaviorism in the United States......Page 97
Bernstein and Russian Cybernetics......Page 98
Motor control: problems to solve in the control of movement......Page 100
Schmidt and generalized motor programs......Page 101
Adaptive motor learning and internal models in the cerebellum......Page 102
A dynamical view on motor control in Bernstein’s tradition......Page 103
Mass-spring models and equilibrium point control......Page 104
Dynamical systems for learning and development......Page 105
Conclusion......Page 106
References......Page 107
Introduction......Page 111
What are the characteristics of implicit learning?......Page 114
Implicit learning in the laboratory......Page 117
Learning contemporary musical grammar: an example of real life implicit learning......Page 119
What is the nature of the knowledge acquired through implicit learning?......Page 121
References......Page 123
Introduction......Page 127
Implicit learning processes in development......Page 128
Implicit learning processes in infancy, childhood, and aging......Page 130
Implicit learning processes and pathology......Page 132
The question of resistance to neurological or psychological damages......Page 133
Implicit learning processes outside of laboratory......Page 135
A rationale for building implicit learning situations......Page 136
References......Page 139
Introduction......Page 144
Amnesia......Page 145
Alzheimer’s disease......Page 151
Implicit memory......Page 155
Learning statistical regularities......Page 157
Conclusion......Page 158
References......Page 159
Learning processes and recovery of higher functions after brain damage......Page 163
Training by the strategy of restoration of the function in deficit......Page 164
What are the neuropsychophysiological bases of training in neuropsychology?......Page 165
Reconciliation of training techniques in aphasia......Page 168
The pragmatic approach and the psychosocial approach......Page 169
Learning processes and reeducation of perceptual gnostic disorders......Page 170
Strategies of recovery......Page 173
Strategies using preserved memory capacities (57)......Page 174
Learning processes and executive function disorders......Page 175
Conclusion......Page 178
References......Page 179
PART III
LEARNING, MEDICAL TRAINING,
AND REHABILITATION PRACTICE......Page 183
Introduction......Page 184
An experimental study with experts and novices......Page 185
Conclusion, future direction, and recommendations in full-scale simulator......Page 193
Potential benefits of microworld simulators......Page 194
Examples in medical training......Page 196
Spatial cognition and medical activities......Page 198
Animations versus static pictures to learn dynamic processes......Page 199
Interactivity and user control upon the speed of the process principle......Page 200
Segmentation principle......Page 201
References......Page 202
Auditory education in deaf children: principles and traditional practice......Page 205
Our experiment......Page 209
Conclusion......Page 211
References......Page 212
Introduction......Page 214
Fundamental VR basic issues......Page 215
Visual sensory interfaces......Page 216
Other sensory interfaces......Page 217
Motor interfaces......Page 218
Software tools......Page 219
VR applications in cognitive learning for rehabilitation......Page 220
VR applications in functional evaluation and training......Page 223
VR applications in motor learning for rehabilitation......Page 224
VR assets for learning and rehabilitation......Page 226
Limitations......Page 227
Conclusion......Page 228
References......Page 229
Motor learning in patients with cerebral lesions......Page 233
Augmented feedback for rehabilitation......Page 235
Task-oriented rehabilitation......Page 236
Studies using visual feedback......Page 237
Studies using auditory feedback......Page 238
Real objects......Page 240
Robotics and mechanical support of the upper limbs......Page 241
Rehabilitation of hand function......Page 243
VR and haptic technology......Page 245
VR and assisted gait training......Page 247
Visual-proprioception conflict and error management......Page 248
Motor imagery and movement observation......Page 249
Conclusion......Page 250
References......Page 251