Learning objectives
1. Knowledge and understanding. Students will learn a good understanding of the techniques of rehabilitation for specific memory function that would allow them to process and/or apply them in the context of basic and applied research.
2. Ability to apply knowledge and understanding. Students will be able to apply the knowledge, understanding and skills acquired in dealing with issues clinical/rehabilitative new or unfamiliar in interdisciplinary contexts.
3. Independence of judgment. Students will develop critical thinking skills and independent judgment with respect to the formulation of rehabilitation and functional rehabilitation protocols that include reflecting on social and ethical responsibilities linked to the application of their knowledge.
4. Communication skills. Students will be able to communicate clearly and unambiguously their observations, procedures and conclusions, and the knowledge and rationale, to specialist and non-specialist.
5. Learning ability. Students will be able to upgrade from reliable sources and to continue their professional development on their own.
Course unit content
What does it mean recovery of functions, it is possible to recover and how?
Changes in the memory functioning as a result of intervention or rehabilitation
Cognitive and behavioral methods. Stimulation and functional rehabilitation of the preserved abilities (explicit and implicit memory, prospectivememory, external aid and prosthetic environments).
Individual cognitive psychotherapy in brain injured people: problem solving, self-monitoring, cognitive restructuring, guided communication for the recovery of consciousness.
Treatment of mood symptoms associated with the losses of memory.
Environmental modification and prosthetic intervention.
Assessment and counseling to the patient, family and care-givers.
Technology at the service of rehabilitation: rehabilitation software, ICT (Information and Communication Technology) and BCI (Brain Computer Interface).
EEG biofeedback or neurofeedback and brain stimulation
Outcomes verification and evidence of effectiveness
Bibliography
Textbooks:
1. Parkin, A., Memoria. Una guida per i professionisti. Liguori editore, pp. 164.
2. Wilson, B., Memory rehabilitation. Integrating theory and practice. Guilford Press. Cap 4. Compensating for memory deficits with memory aids, 52-71. pp. 19.
Three of the following scientific papers:
a) Piras, F., Borella, E., Incoccia, C., & Carlesimo, G.A. (2011). Evidence-based practice recommendations for memory rehabilitation. European Journal Of Physical and Rehabilitation Medicine, 47, 149-75. pp. 26.
b) Shum, D., Fleming, J., Gill, H., Gullo, M.J., & Strong, J. (2011). A randomized controlled trial of prospective memory rehabilitation in adults with traumatic brain injury. Journal of Rehabilitation Medicine, 43, 216–223. p. 7
c) Kirtley E., Thornton F., & Carmody, D.P. (2008). Efficacy of traumatic brain injury rehabilitation: Interventions of QEEG-guided biofeedback, computers, strategies, and medications. Applied Psychophysiology and Biofeedback, 33, 101・24. doi: 10.1007/s10484-008-9056-z, p. 22
d) Ptak, R., Van der Linden, M., & Schnider, A. (2010). Cognitive rehabilitation of episodic memory disorders: from theory to practice. Frontiers in Human Neuroscience, 4, Article 57. doi: 10.3389/fnhum.2010.00057, p. 11.
e) Cotelli, M., Manenti, R., Zanetti, O., & Miniussi, C. (2012). Non pharmacological intervention for memory decline (2012). Frontiers in Human Neuroscience, 6, Article 46. doi: 10.3389/fnhum.2012.00046. p. 17
Teaching methods
The course takes place mainly by means of traditional lectures that will cover the main contents with many references to theories and theoretical models and applied aspects of the discipline. Video tutorial may accompany the lessons. Practice individual and/or group will support the lectures in order to actively involve students giving them the opportunity to design individualized solutions to real cases and apply the knowledge learned.
Assessment methods and criteria
For students who attend the course in a mid-term progress, consists of a report on 3 scientific papers items to be delivered during the course by the due date. The report will ensure the ability of learning, understanding, processing, and scientific communication reached.
The oral examination will ascertain the attainment of all the objectives of the course. Any questions regarding the contents tend to check whether the student has attained a solid foundation of knowledge and a deep understanding of what has been treated. Questions about rehabilitation protocols and functional rehabilitation will reflect the acquisition of analytical ability, critical, independent judgment and responsibility for organization and management. The final evaluation will be derived from the accuracy levels achieved for each training goal corresponding to 6 classes of evaluation (A to F).
