Learning objectives
1. Knowledge and understanding. Students will learn a good
understanding of approachs and 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 such as mild cognitive impairment, dementia,
traumatic and non-traumatic brain injuries and PTSD starting from the assessment and the treatment to finish at the verify of clinical outcomes 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.
Prerequisites
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Course unit content
The course aims to offer state of the art and the evidence of
effectiveness concerning the neurocognitive treatment of functions of memory resulting from degenerative diseases (MCI, dementia), traumatic or not traumatic origin (stroke, cerebrovascular events, head trauma, PTSD) examining the potential interactions
between patient's features, interventions and outcomes. The course deals with the possibilities of recovery, compensation and rehabilitation based
on the functional brain plasticity illustrating the most recent rehabilitation approaches and specific techniques which aimed to promote independence and social integration of the individual. Particular attention
is addressed to the increasing interest, in a preventive perspective, devoted to the life styles modification programs
Full programme
•What does it mean recovery of functions. How much can be recovered, how and for whom.
•Changes in the memory functioning as a result of intervention or rehabilitation
Cognitive and behavioral methods.
•Stimulation and cognitive
rehabilitation of the preserved abilities (explicit and implicit memory, prospective memory, external aid and prosthetic environments).
• Evaluations of cognitive rehabilitation programs of Mild Cognitive Impairment (MCI) compared to pharmacotherapy and neuro-modulation techniques.
• Major Neurocognitive Disorders and Minor Neurocognitive Disorder: diagnostic criteria and interventions
•Traumatic Brain Injurie (TBI): diagnosis, mechanisms, epidemiology, outcome, management, quality of life
•Acquired Brain Injury (ABI): risk factors, classifications (embolic,
ischemic, thrombotic, lacunar) assessment tools, guidelines.
Rehabilitation approach, Action Observation Therapy (AOT) Mirror
Therapy (MT)
•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), computerized training and
BCI (Brain Computer Interface).
•EEG biofeedback or neurofeedback and brain stimulation.
•Outcomes control and effectiveness evidences.
Bibliography
Pino, O. (2024). I sentieri dei ricordi. La memoria, i suoi disturbi, efficacia dei trattamenti riabilitativi. Monte Università Parma, in press.
- Leung C, et al. The application of technology to improve cognition in older adults: A review and suggestions for future directions. Psych J. 2022 Aug;11(4):583-599. doi: 10.1002/pchj.565.
- Wang P, et al. Effects of a Multicomponent Intervention With Cognitive Training and Lifestyle Guidance for Older Adults at Risk of Dementia: A Randomized Controlled Trial. J Clin Psychiatry. 2024 May 13;85(2):23m15112. doi: 10.4088/JCP.23m15112.
- Iraniparast M, et al Cognitive Reserve and Mild Cognitive Impairment: Predictors and Rates of Reversion to Intact Cognition vs Progression to Dementia. Neurology. 2022 Mar 15;98(11):e1114-e1123. doi: 10.1212/WNL.0000000000200051.
- Kubota, A and Riek, L D., Methods for Robot Behavior Adaptation for Cognitive Neurorehabilitation. Annual Review of Control, Robotics, & Autonomous Systems, Vol. 5, pp. 109-135, 2022. http://dx.doi.org/10.1146/annurev-control-042920-093225
- Eschweiler M, et al., Combined cognitive and motor training improves the outcome in the early phase after stroke and prevents a decline of executive functions: A pilot study. NeuroRehabilitation. 2021;48(1):97-108. doi: 10.3233/NRE-201583.
- Arroyo-Ferrer A, et al
Cognitive rehabilitation in a case of traumatic brain injury using EEG based neurofeedback in comparison to conventional methods. J Integr
Neurosci 2021;20:449–57.
- Kim JH, Park JH. Does Cognitive-Physical Dual-Task Training Have Better Clinical Outcomes than Cognitive Single-Task Training Does? A Single-Blind, Randomized Controlled Trial. Healthcare (Basel). 2023 May 25;11(11):1544. doi: 10.3390/healthcare11111544.
- Mitchell, J.M.,et al. MDMA-assisted therapy for moderate to severe PTSD: a randomized, placebo-controlled phase 3 trial. Nat Med 29, 2473–2480 (2023). https://doi.org/10.1038/s41591-023-02565-4
- De Simone MS, et al (2023) The
effectiveness of an immersive virtual reality and telemedicine-based cognitive intervention on
prospective memory in Parkinson’s disease patients with mild cognitive impairment and
healthy aged individuals: design and preliminary baseline results of a placebo controlled
study. Front. Psychol. 14:1268337. doi: 10.3389/fpsyg.2023.1268337
For non-attending students:
Ladavas, E., Berti, A. (2020). Neuropsicologia. Il Mulino, Bologna.
Teaching methods
Lectures will be held on-site in compliance with safety standards, provided that further instructions on the ongoing health emergency are not implemented. Supporting material will be available on the specific, student-reserved platform (Elly) and will include slide presentations,
audio-video aids or video-recording of the lectures. Video tutorial, scientific paper analysis and practise may accompany the lectures and will be uploaded on Elly platform with the aim to actively involve students.
To download the slides, you need to register for the online course.
The slides are considered as integral part of the teaching material. Non-attending students are reminded to check the teaching material available
and the information provided through the Elly platform.
Assessment methods and criteria
As an ongoing assessment (only for those attending): an individual or group report to be presented as a communication to the class based on one or more of the scheduled scientific articles. The report will shown the ability of learning, understanding, processing the scientific communication (assessed in three classes).
The oral examination will ascertain the attainment of all the objectives of the course.
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. The final evaluation will be derived from the accuracy levels achieved for each training goal and will be expressed on a 0-30 rating scale.
Students with SLD / BSE must first contact Le Eli-che: support for students with disabilities, D.S.A., B.E.S. (https://sea.unipr.it/it/servizi/leeli-che-supporto-studenti-con-disabilita-dsa-bes).
Other information
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