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
The course aims to offer state of the art and the evidence of effectiveness compared to the treatment of neuropsychological functions of memory resulting from degenerative diseases (MCI, dementia), stroke and other cerebrovascular events, head trauma, multiple sclerosis examining the potential interactions between features patient, interventions and outcome. The course deals with the possibilities of recovery, compensation and rehabilitation based on the functional brain plasticity, the most current techniques of EEG biofeedback in order to promote the autonomy and social integration of the individual and the progressive attention devoted to the life styles modification.
Full programme
•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, prospective memory, 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
Pino, O. (2017). Ricucire i ricordi. La memoria, i suoi disturbi, evidenze di efficacia dei trattamenti riabilitativi. Milano: Mondadori Università.
Catellani, R. (2006). Neuropsicologia delle sindromi post-traumatiche. Problemi clinico-diagnostici e sociofamiliari nella prospettiva medicolegale.
Only for the student who attend classes: a written group report (to be delivered one week before the exam) based on three scientific papers to choose from the following:
1) 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
2) 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
3) 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.
4) 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
5) Rajakumari, P.R., Jamuna, N., Indira Devi, B., & Thennarasu K.M. (2009) Neurofeedback training to enhance learning and memory in patient with traumatic brain injury: A single case study.Indian Journal of Neurotrauma (IJNT), 6, 87-90. p. 3.
6) das Nair et al. (2015). Rehabilitation of Memory following Brain Injury (ReMemBrIn): study protocol for a randomized controlled trial. Trials, 16, 6. http://www.trialsjournal.com/content/16/1/6.
7) Chellappan et al. (2012). Post-stroke brain memory assessment framework. IEEE EMBS International Conference on Biomedical Engineering and Sciences. Pp. 189-194.
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, scientific paper and report, practice, may accompany the lessons 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
As mid-term progress attending classes students will be requested to write a report on 3 scientific papers. The report will shown 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).
