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

“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. 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 "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