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

Rethinking physical and rehabilitation medicine: New technologies induce new learning strategies......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 8
Table of Contents
......Page 12
EXECUTIVE SUMMARY......Page 14
FOREWORD......Page 22
PART I
LEARNING AND EDUCATION
INTO REHABILITATION STRATEGY......Page 25
Rehabilitation, a clear objective; PRM, an ambiguous term for the medical specialty......Page 27
Learning and teaching: the two pillars of PRM strategy......Page 28
The overwhelming power of normality and standards......Page 30
The weight of empiricism and dogma......Page 31
The weight of habit and received wisdom......Page 33
Learning and teaching, toward new paradigms......Page 34
Learning and teaching without going overboard......Page 36
Conclusion......Page 38
References......Page 39
Introduction......Page 43
The ICF in the Perspective of the WHO and the UN System......Page 44
Development of the ICF......Page 45
The Structure of the ICF......Page 46
ICF categories: building blocks and reference units......Page 47
ICF Core Sets......Page 48
Mapping the world of measures to the ICF and vice versa......Page 49
Measuring a single ICF category......Page 53
Measuring across ICF categories......Page 54
ICF-based conceptualization of the public health strategy rehabilitation and the medical specialty (PRM)......Page 55
ICF-based organization of “human functioning and rehabilitation research”......Page 57
Developing PRM in the context of “human functioning and rehabilitation”......Page 58
The ICF in rehabilitation management......Page 59
Assessment......Page 60
Evaluation......Page 65
Conclusion......Page 72
References......Page 73
Rehabilitation and norms......Page 77
Meanings of the word “normal”......Page 78
The “abnormal other”: a long history of discrimination......Page 81
PRM: an alternate construction of the normal-abnormal contrast......Page 82
The social model of disability: how the issue of normality shifted from the individual to the environment......Page 84
Is it possible to reconcile medical practice and the socialmodel of disability?......Page 86
References......Page 89
PART II
IMPLICIT LEARNING:
A BASIC LEARNING PROCESS......Page 93
Introduction......Page 95
Biography of Ivan Petrovich Pavlov......Page 96
Conditioned reflexes and Pavlov’s theory......Page 97
Biography of Nicolaï Alexandrovitch Bernstein......Page 98
Goal-directed activity and levels of description......Page 100
Interaction, mediation, internalization......Page 101
The Bernstein-Pavlov controversy......Page 102
Legacy......Page 103
Expansion of behaviorism in the United States......Page 104
Bernstein and Russian Cybernetics......Page 105
Motor control: problems to solve in the control of movement......Page 107
Schmidt and generalized motor programs......Page 108
Adaptive motor learning and internal models in the cerebellum......Page 109
A dynamical view on motor control in Bernstein’s tradition......Page 110
Mass-spring models and equilibrium point control......Page 111
Dynamical systems for learning and development......Page 112
Conclusion......Page 113
References......Page 114
Introduction......Page 119
What are the characteristics of implicit learning?......Page 122
Implicit learning in the laboratory......Page 125
Learning contemporary musical grammar: an example of real life implicit learning......Page 127
What is the nature of the knowledge acquired through implicit learning?......Page 129
References......Page 131
Introduction......Page 135
Implicit learning processes in development......Page 136
Implicit learning processes in infancy, childhood, and aging......Page 138
Implicit learning processes and pathology......Page 140
The question of resistance to neurological or psychological damages......Page 141
Implicit learning processes outside of laboratory......Page 143
A rationale for building implicit learning situations......Page 144
References......Page 147
Introduction......Page 153
Amnesia......Page 154
Alzheimer’s disease......Page 160
Implicit memory......Page 164
Learning statistical regularities......Page 166
Conclusion......Page 167
References......Page 168
Learning processes and recovery of higher functions after brain damage......Page 173
Training by the strategy of restoration of the function in deficit......Page 174
What are the neuropsychophysiological bases of training in neuropsychology?......Page 175
Reconciliation of training techniques in aphasia......Page 178
The pragmatic approach and the psychosocial approach......Page 179
Learning processes and reeducation of perceptual gnostic disorders......Page 180
Strategies of recovery......Page 183
Strategies using preserved memory capacities (57)......Page 184
Learning processes and executive function disorders......Page 185
Conclusion......Page 188
References......Page 189
PART III
LEARNING, MEDICAL TRAINING,
AND REHABILITATION PRACTICE......Page 193
Introduction......Page 195
An experimental study with experts and novices......Page 196
Conclusion, future direction, and recommendations in full-scale simulator......Page 204
Potential benefits of microworld simulators......Page 205
Examples in medical training......Page 207
Spatial cognition and medical activities......Page 209
Animations versus static pictures to learn dynamic processes......Page 210
Interactivity and user control upon the speed of the process principle......Page 211
Segmentation principle......Page 212
References......Page 213
Auditory education in deaf children: principles and traditional practice......Page 217
Our experiment......Page 221
Conclusion......Page 223
References......Page 224
Introduction......Page 227
Fundamental VR basic issues......Page 228
Visual sensory interfaces......Page 229
Other sensory interfaces......Page 230
Motor interfaces......Page 231
Software tools......Page 232
VR applications in cognitive learning for rehabilitation......Page 233
VR applications in functional evaluation and training......Page 236
VR applications in motor learning for rehabilitation......Page 237
VR assets for learning and rehabilitation......Page 239
Limitations......Page 240
Conclusion......Page 241
References......Page 242
Motor learning in patients with cerebral lesions......Page 247
Augmented feedback for rehabilitation......Page 249
Task-oriented rehabilitation......Page 250
Studies using visual feedback......Page 251
Studies using auditory feedback......Page 252
Real objects......Page 254
Robotics and mechanical support of the upper limbs......Page 255
Rehabilitation of hand function......Page 257
VR and haptic technology......Page 259
VR and assisted gait training......Page 261
Visual-proprioception conflict and error management......Page 262
Motor imagery and movement observation......Page 263
Conclusion......Page 264
References......Page 265