Rethinking Physical And Rehabilitation Medicine: New Technologies Induce New Learning Strategies (collection De L'académie Européenne De Médecine De Réadaptation)

“Reeducation” consists in training people injured either by illness or the vagaries of life to achieve the best functionality now possible for them. Strangely, the subject is not taught in the normal educational curricula of the relevant professions. Reeducation thus tends to be developed anew with each patient, without recourse to knowledge of what such training, or assistance in such training, might be. However, new paradigms of reeducation are in fact possible today, thanks to advances in cognitive science and the development of new technologies such as virtual reality and robotics. In turn, they lead to the rethinking of the procedures of physical medicine, as well as of reeducation. The present book addresses primarily those professionals involved in reeducation: the clinician, kinestherapist, ergotherapist, speech therapist, psychometrician, clinical psychologist, and neuropsychologist. More generally, it addresses also those in occupations in physical rehabilitation and in both primary and ongoing education. The first part looks anew at reeducation in the context of both international classifications of functionality, handicap, and health and the concept of normality. The second part highlights the function of implicit memory in reeducation. And the last part, illustrated by practical examples, shows the integration of new cognition technologies in the new paradigms of reeducation. By its combination of theoretical approach and practical application, the work offers new therapeutic routes toward a better and more integrated functionality for the patient. Front Matter....Pages I-XXII Front Matter....Pages 1-1 Learning and teaching: two processes to bear in mind when rethinking physical medicine and rehabilitation....Pages 3-17 The International Classification of Functioning, Disability and Health (ICF), a unifying model for physical and rehabilitation medicine (PRM)....Pages 19-52 Rehabilitation and norms....Pages 53-68 Front Matter....Pages 69-69 A historical perspective on learning: the legacy and actuality of I. M. Pavlov and N. A. Bernstein....Pages 71-93 Introducing implicit learning: from the laboratory to the real life....Pages 95-110 Implicit learning, development, and education....Pages 111-127 Implicit learning and implicit memory in moderate to severe memory disorders....Pages 129-147 Learning processes and recovery of higher functions after brain damage....Pages 149-168 Front Matter....Pages 169-169 Benefits of learning technologies in medical training, from full-scale simulators to virtual reality and multimedia presentations....Pages 171-191 Auditory Training in Deaf Children....Pages 193-201 Virtual reality for learning and rehabilitation....Pages 203-221 Augmented feedback, virtual reality and robotics for designing new rehabilitation methods....Pages 223-245 “Re-education” consists in training people injured either by illness or the vagaries of life to achieve the best functionality now possible for them. Strangely, the subject is not taught in the normal educational curricula of the relevant professions. It thus tends to be developed anew with each patient, without recourse to knowledge of what such training, or assistance in such training, might be. New paradigms of re-education are in fact possible today, thanks to advances in cognitive science, and new technologies such as virtual reality and robotics. They lead to the re-thinking of the procedures of physical medicine, as well as of re-education. The first part looks anew at re-education in the context of both international classifications of functionality, handicap and health, and the concept of normality. The second part highlights the function of implicit memory in re-education. And the last part shows the integration of new cognition technologies in the new paradigms of re-education.