Learning objectives
# make the students aware of the absolute need for a rehabilitation programme to be designed in a scientific, reasoned and personalised manner
# develop the following skills:
- observing a stroke patient focusing on sensory-motor skills but paying attention also to the overall conditions and to the relation between manifestations
- identifying the intervention priorities establishing an intervention hierarchy
- designing the rehabilitative path in a scientific, reasoned and personalized manner bearing in mind both the long-term objectives and the objectives of each single rehabilitative session
# providing the cultural bases necessary for the technical/professional approach to the stroke patient
Prerequisites
- anatomy, sensory and motor tract physiology and pathology
- using Pubmed
Course unit content
the scientific nature of the rehabilitation practice
sensory and motor representations inside the cortex (brief historical overview and current view)
Functional neuromuscular compartmentation:
- neuromuscular compartments
- sensory and central compartmentation
- functional hypothesis and task group concept
plasticity of supporting tissues
cortical lesion mechanisms and functional recovery after a stroke
- pathogenic mechanisms
- recovery theories
behaviour act (Anochin’s scheme):
- afferent synthesis
- decision making
- sensory hypothesis – prediction apparatus
- efferent action programme
- object
- return afferentation
- feedback closure - learning check
- orientation reflex
stroke specific pathology:
- the patient’s profile:
o motor specific pathology
o sensory specific pathology
o neuropsychology specific pathology
o relation specific pathology
planning of the rehabilitative intervention:
- observation: direct “protocol guided” directed by other experts
- predictive elements
- expected final changes
- intermediate changes: work unit
- exercises contents - methods - goals
- periodical results check
fundamental methodological differences between synchronic and diachronic methods (synthesis)
Full programme
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Bibliography
P.K. Anochin; Biologia e Neurofisiologia del riflesso condizionato; Mosca 1968 trad. italiana Bulzoni editore 1975: 256-312
P.K. Anokin; La teoria del sistema funzionale e l’approccio sistemico in biologia e medicina; Rassegna Sovietica,4, 1973: 42-55. Traduzione di I.Coletti in Attivita, linguaggio e conoscenza le radici dell’approccio sistemico nello studio del sistema nervoso centrale; Idelson-Gnocchi 1999: 229-241
C. Perfetti; La rieducazione motoria dell’emiplegico; Libreria Scientifica Ghedini 1979: 1-50
M.A. Veronese; Lettura epistemologica del problema riabilitativo; da Neuropsicologia clinica Esercizio Terapeutico; Idelson-Gnocchi 1992: 35-39
M. Matelli; Le aree corticali; da Neuropsicologia clinica Esercizio Terapeutico; Idelson-Gnocchi 1992: 63-71
G. Denes; Disturbi della localizzazione e consapevolezza corporea; da Neuropsicologia clinica Esercizio Terapeutico; Idelson-Gnocchi 1992: 101-114
G.M. Tortolone; Corporeita’ e movimento; Idelson-Gnocchi 1992: 91-125
S. Briganti, V. Noccioli; La rieducazione del cammino nell’emiplegico; da La logica dell’esercizio; Idelson-Gnocchi 1992: 223-231
E. De Giovannini; Il trattamento riabilitativo nelle lesioni traumatiche dell’arto inferiore; Monduzzi Editore 1993: 7-342
G. Grotto; Dalla contrazione muscolare all’Esercizio Terapeutico; Idelson-Gnocchi 1994: 1-134
A. Pieroni; Dall’Osservazione all’Esercizio; Idelson-Gnocchi 1995: 1-77
P. Reggiani; L’immagine motoria come strumento per l’esercizio terapeutico; Biblioteca A.R. Lurija1999: 7-81
M. Frescarelli; Neurofisiopatologia in Riabilitazione; Edizioni Minerva Medica 2003: 1-10, 81-85, 99-107
J. Krakauer, C. Ghez; Il movimento volontario; 744-769
S. Gusella; Il caso clinico riabilitativo; Aracne editrice 2005: 9-91
Teaching methods
Oral and practical lesson
Assessment methods and criteria
min. mandatory attendance 75% with attendance check through signature collection
Other information
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2030 agenda goals for sustainable development
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