Podcasts about neurocognition

durée : 00:08:07 - La Question du jour - par : Marguerite Catton - Selon un classement récent, les élèves français sont toujours aussi mauvais en mathématiques : pour les CM1, la France est même classée dernière de l'Union européenne. Mais comment s'acquièrent les compétences en maths ? La famille peut-elle jouer un rôle pour faciliter l'apprentissage ? - réalisation : Félicie Faugère - invités : Cléa Girard Neuroscientifique cognitive au Laboratoire de Psychologie et NeuroCognition de Grenoble

This is a crossover episode in which https://x.com/loubohan interviews me for his podcast Deus Ex Machina.I was obviously in an exuberant mood for this interview - it's one of my favorites!Deus Ex Machina podcast:https://open.spotify.com/episode/7mXUfNJdNnOjGfu6VGactr?si=Y3j1OZG4QsGdPhXd8dKsrw…Timestamps:(00:00) - Growing up in Iowa. Athletics, Chinese culture. KMT and military family background. (11:48) - Hearing about the Cultural Revolution from my dad: his family experienced it firsthand in Zhejiang. Meanwhile, US experts and academics were entirely deluded about reality in PRC (20:55) - "Experts" are often miscalibrated (35:03) - Physicists and finance. Was Charlie Munger right to say it's a waste of talent to channel top brains into finance? (45:15) - Hedgehogs, Foxes, and Eagles. Polymathy. (48:41) - Development of modern China as the greatest story of the last 50 years. My first visit to China: the Shenzhen Special Economic Zone in 1992. US-China competition and the future of Asian Americans. (56:52) - Genomic Prediction. Genomics of cognitive ability. Leftists holding back genetic science. PING = NIH-funded Pediatric Imagining, Neurocognition, and Genetics study. Stephen J. Gould was a fraud. Asian culture (pragmatic realism) and resistance to woken... (01:05:20) - Physics and Free Will. Meat machines programmed by evolution to have an illusion of self? (01:10:04) - Copenhagen Interpretation of QM: Is there true randomness in Physics? Many Worlds, Foundations of QM, and groupthink in modern physics. (01:19:09) - Christianity, raised as a Methodist by my mother, whose family has been Christian since the 19th century. Religious Experience vs Physics viewpoint. Meat machines programmed by evolution to have mystical religious feelings? (01:21:28) - Raising children, family, happiness, the meaning of life in view of my father's life (01:24:34) - The meaning of life, "All is Vanity" (Ecclesiastes), Religion Music used with permission from Blade Runner Blues Livestream improvisation by State Azure.–Steve Hsu is Professor of Theoretical Physics and of Computational Mathematics, Science, and Engineering at Michigan State University. Previously, he was Senior Vice President for Research and Innovation at MSU and Director of the Institute of Theoretical Science at the University of Oregon. Hsu is a startup founder (SuperFocus.ai, SafeWeb, Genomic Prediction, Othram) and advisor to venture capital and other investment firms. He was educated at Caltech and Berkeley, was a Harvard Junior Fellow, and has held faculty positions at Yale, the University of Oregon, and MSU. Please send any questions or suggestions to manifold1podcast@gmail.com or Steve on X @hsu_steve.

Welcome to the NeurologyLive® Mind Moments® podcast. Tune in to hear leaders in neurology sound off on topics that impact your clinical practice. In this episode, Katherine Peters, PhD, a neurologist and neurooncologist at the Preston Robert Tisch Brain Tumor Center at Duke University provided context on a new analysis from the phase 3 INDIGO trial, a study assessing vorasidenib in patients with mutant isocitrate dehydrogenase (mIDH) 1/2 diffuse gliomas. The conversation, which occurred at the 2024 AAN Annual Meeting, covered the covered the therapeutic potential of this agent and its impacts on quality of life, neurocognition, and seizure control. Peters, an expert in the field, provided insight on the mechanism of action of vorasidenib, the added value behind the exploratory analysis, and the next steps in research. Furthermore, she provided context on the patient sample observed and why these data may hold significant weight going forward.  Looking for more neuromuscular discussion? Check out the NeurologyLive® epilepsy clinical focus page. Episode Breakdown: 1:05 – Mechanism of action of vorasidenib, a mIDH 1/2 inhibitor 2:00 – Overview of exploratory analysis results 4:20 – Significance of new data, how it adds to previous primary and secondary outcomes 5:50 – Neurology News Minute 8:25 – Next steps for the study and use of vorasidenib 10:35 – Remaining unmet needs for patients with diffuse gliomas The stories featured in this week's Neurology News Minute, which will give you quick updates on the following developments in neurology, are further detailed here: Diazepam Buccal Film's Role in Treating Intermittent Pediatric Seizures, with Michael Rogawski, MD, PhD Ocrelizumab Gains EU CHMP Positive Opinion for Subcutaneous Formulation to Treat MS FDA Approves Sprinkle Formulation of Neurocrine Biosciences' Valbenazine for Tardive Dyskinesia or Huntington disease Chorea Thanks for listening to the NeurologyLive® Mind Moments® podcast. To support the show, be sure to rate, review, and subscribe wherever you listen to podcasts. For more neurology news and expert-driven content, visit neurologylive.com.

De sociale medier TikTok, Facebook og Instagram flyder over med videoer, hvori det påstås, at simple fingerøvelser kan gøre din hjerne skarpere.  Måske er du selv stødt ind i øvelsen, hvor du skiftevis skal lave en pistol og et peace-tegn med højre og venstre hånd? Det er Brainstorm-værten Nana i hvert fald, og hun har sat sig for at komme til bunds i, om videoernes postulater har noget på sig. Kan ‘fingergymnastik' virkelig styrke kognitionen? Både Nana og Anne Sophie er lidt skeptiske over for ideen, men ifølge to hjerneforskere - Kamilla Miskowiak og Albert Gjedde - er effekten af fingergymnastik på vores hjerner noget mere nuanceret end som så… Svaret på, om fingergymnastik kan gøre hjernen skarpere, tager os forbi kinesisk naturmedicin, forbi musikeres hjerner og forbi memoreringsteknikker, der involverer bøf bearnaise og bilnummerplader. Medvirkende Kamilla Miskowiak, professor, Institut for Psykologi, Københavns Universitet, leder af Neurocognition and Emotion in Affective Disorders (NEAD) Centre, Psykiatrisk Center København  Albert Gjedde, professor emeritus på Københavns Universitet og husforsker Redaktion Anne Sophie Thingsted, Nana Elving Hansen, Astrid Marie Wermus, Caroline Overskov Kilder Videoer, der påstår, at fingergymnastik styrker hjernen: Her og her. Studie om at fingerøvelser styrker ældres demenspatienters kognitive funktioner, Brain Behavior and Immunity Integrative, 2023 Studier om musikeres hjerner:  ‘What can studying musicians tell us about motor control of the hand?', Journal of Anatomy, 2006 ‘Heritability of Childhood Music Engagement and Associations with Language and Executive Function: Insights from the Adolescent Brain Cognitive Development (ABCD) Study', Behavior Genetics, 2023 ‘In vivo evidence of structural brain asymmetry in musicians', Science, 1995 ‘Corpus callosum: musician and gender effects', Neuroreport, 2003 ‘Increased cortical representation of the fingers of the left hand in string players', Science, 1995

Dr. Arthur M. Lee provides an overview of the results of his study, "Circulating Metabolomic Associations with Neurocognitive Outcomes in Pediatric CKD," on behalf of his colleagues.

The Accelerators (Drs. Matt Spraker and Simul Parikh) host radiation oncologists Dr. Jona Hattangadi-Gluth and PGY-5 resident Dr. Austin Hopper. Jona is a central nervous system malignancies expert, co-lead of the Central Nervous System Disease Team and Associate Professor of Radiation Oncology at UC San Diego. In this episode, we discuss Jona's lab's work in understanding the link between brain tumors, radiation (and other) treatments, and neurocognitive toxicity. We start by discussing Austin's recently presented work that developed an normal tissue complication probability (NTCP) model for radiation dose and attention/processing speed. Later, we discuss specific methods used in the NTCP work. How can this work be translated to clinical counseling and practice? Also, Matt argues that building NTCP models based on neurocognitive outcomes, such as attention or fine motor control, can be more difficult to model than more simple clinical outcomes such as pneumonitis.Here are some links to things we discussed during the show:Connor et al., 2023. Fine Motor Skill Decline After Brain Radiation Therapy—A Multivariate Normal Tissue Complication Probability Study of a Prospective TrialUnnikrishnan et al., 2021. Phase II Clinical Trial of Image-Guided Cognitive-Sparing SRS in Patients With Brain MetastasesOscar's Mexican Seafood, Oncology Twitter's favorite fish tacos in San Diego.The Accelerators Podcast is a production of Photon Media, a division of Cold Light Legacy Company.If you'd like to support our efforts, please visit the Cold Light Legacy Company to learn more.

Sylvie CHOKRON, directrice de recherche au CNRS et responsable de l'Institut de Neuropsychologie, Neurovision et NeuroCognition à l'Hôpital Fondation Adolphe de Rothschild, à Paris. Tanguy Marie POULIQUEN, prêtre de la Communauté catholique des Béatitudes, professeur d'éthique à l'Institut catholique de Toulouse, directeur des études, enseignant chercheur et chroniqueur radio. Il auteur d'une quinzaine d'ouvrages d'éthique et de spiritualité.  Dans son livre « Hyperconnecté et libre » (Editions des béatitude, 2020) il guide le lecteur vers une prise de conscience de sa relation face aux écrans

Sylvie CHOKRON, directrice de recherche au CNRS et responsable de l'Institut de Neuropsychologie, Neurovision et NeuroCognition à l'Hôpital Fondation Adolphe de Rothschild, à Paris. Tanguy Marie POULIQUEN, prêtre de la Communauté catholique des Béatitudes, professeur d'éthique à l'Institut catholique de Toulouse, directeur des études, enseignant chercheur et chroniqueur radio. Il auteur d'une quinzaine d'ouvrages d'éthique et de spiritualité.  Dans son livre « Hyperconnecté et libre » (Editions des béatitude, 2020) il guide le lecteur vers une prise de conscience de sa relation face aux écrans. Benjamin PERRIER, auteur de plus vingt ouvrages, il exerce sa plume aussi bien pour le parenting que pour la jeunesse. Il a publié en 2022 chez Mango « Les réseaux sociaux » et « Les jeux vidéo »

The subject of this piece is; neurocognition, after surgery and major anesthesia. We reference previous episodes of TopMedTalk, linked to in the footnotes. Monty Mythen in conversation with Lis Evered, Associate Professor of Neuroscience and Anesthesiology Weill Cornell Medicine in New York and Robert Sanders, Nuffield Chair of Anaesthetics at the University of Sydney and Royal Prince Alfred Hospital and Executive Board member of the Institute of Academic Surgery, Royal Prince Alfred Hospital. -- Lis Evered's previous piece: https://topmedtalk.libsyn.com/prato-2019-lis-evered -- This year TopMedTalk is proud to be providing exclusive coverage of the annual Australian and New Zealand College of Anaesthetists (ANZCA) conference, the professional body responsible for the specialties of anaesthesia and pain medicine in Australia and New Zealand. For more on ANZCA go here: https://www.anzca.edu.au/ And join in the conversation by checking out their socials here: instagram.com/the_anzca/ https://facebook.com/ANZCA1992 https://youtube.com/AnzcaEduAu

https://psychiatry.dev/wp-content/uploads/speaker/post-12124.mp3?cb=1677977873.mp3 Playback speed: 0.8x 1x 1.3x 1.6x 2x Download: Multivariate Associations Among White Matter, Neurocognition, and Social Cognition Across Individuals With Schizophrenia Spectrum Disorders and Healthy Controls – Navona Calarco etFull EntryMultivariate Associations Among White Matter, Neurocognition, and Social Cognition Across Individuals With Schizophrenia Spectrum Disorders and Healthy Controls –

durée : 00:58:40 - Avec philosophie - par : Géraldine Muhlmann - Mais d'où peut bien venir cette voix que nous entendons dans notre tête lorsque nous nous adressons à nous-mêmes ? En quoi le langage intérieur peut-il être bénéfique ? Et comment traiter ses dysfonctionnements qui se manifestent sous la forme de ruminations ou encore d'hallucinations auditives ? - invités : Hélène Loevenbruck directrice de recherche en sciences du langage au CNRS, affiliée au Laboratoire de Psychologie et NeuroCognition à l'Université Grenoble Alpes.; Stéphanie Smadja écrivain et maître de conférences HDR à l'Université Paris Cité en linguistique et en stylistique. Elle est aussi la coordinatrice du programme “Monologuer”, un programme de recherche consacré au langage intérieur et aux pratiques monologales.

https://psychiatry.dev/wp-content/uploads/speaker/post-11282.mp3?cb=1671757269.mp3 Playback speed: 0.8x 1x 1.3x 1.6x 2x Download: Early Childhood Neurocognition in Relation to Middle Childhood Psychotic Experiences in Children at Familial High Risk of Schizophrenia or Bipolar DisorderFull EntryEarly Childhood Neurocognition in Relation to Middle Childhood Psychotic Experiences in Children at Familial High Risk of Schizophrenia or Bipolar Disorder and Population-Based Controls: The Danish High Risk and Resilience Study –

https://psychiatry.dev/wp-content/uploads/speaker/post-10902.mp3?cb=1669125804.mp3 Playback speed: 0.8x 1x 1.3x 1.6x 2x Download: Neurocognition and Depressive Symptoms have Unique Pathways to Predicting Different Domains of Functioning in Major Depressive Disorder – Chelsea Wood-Ross et al.Full EntryNeurocognition and Depressive Symptoms have Unique Pathways to Predicting Different Domains of Functioning in Major Depressive Disorder –

This talk was recorded during the Alps Conference 2022 on psychedelic research in Bern, Switzerland on 30.10.2022. More info on the Alps Conference 2022 Website - Twitter - Facebook - Instagram - Youtube Professor Torsten Passie (MD, PhD) studied philosophy and sociology at Leibniz University Hannover and medicine at Hannover Medical School. Medical dissertation on existential psychiatry. Education at Zürich Psychiatric University Clinic and with Prof. Hanscarl Leuner (1921-1996), the leading European authority on psychedelics and psycholytic therapy. 1997-2010 scientist, psychiatrist and psychotherapist at Hannover Medical School, where he lead the Laboratory for Consciousness and Neurocognition. Professorship thesis about “Psychophysical correlates of altered states of consciousness”. Clinical research on altered states of consciousness, including studies with breathwork, cannabis, MDMA, laughing gas, ketamine and psilocybin. Special expertise on ecstatic states, addictions, and the pharmacology of psychedelics. 2012-2015 Visiting Professor at the Department of Psychiatry of the Harvard Medical School (Boston, USA). Torsten is also the Author of several books, such as “The Science of Microdosing Psychedelics”, “Healing with Entactogens”, and “The Pharmacology of LSD”. More infomation of Professor Torsten Passie https://psychedelic-science.org Dr. Torsten Passie — MDMA, LSD & Psilocybin Slides of the talks on accessible here : https://twitter.com/ALPSconference/status/1586643240375263232?s=20&t=xXH1NgD5PR92lybl4QGo-Q

This discussion was recorded during the Alps Conference 2022 on psychedelic research in Bern, Switzerland on 29.10.2022. More info on the Alps Conference 2022 - Website - Twitter - Facebook - Instagram - Youtube Professor Torsten Passie (MD, PhD) studied philosophy and sociology at Leibniz University Hannover and medicine at Hannover Medical School. Medical dissertation on existential psychiatry. Education at Zürich Psychiatric University Clinic and with Prof. Hanscarl Leuner (1921-1996), the leading European authority on psychedelics and psycholytic therapy. 1997-2010 scientist, psychiatrist and psychotherapist at Hannover Medical School, where he lead the Laboratory for Consciousness and Neurocognition. Professorship thesis about “Psychophysical correlates of altered states of consciousness”. Clinical research on altered states of consciousness, including studies with breathwork, cannabis, MDMA, laughing gas, ketamine and psilocybin. Special expertise on ecstatic states, addictions, and the pharmacology of psychedelics. 2012-2015 Visiting Professor at the Department of Psychiatry of the Harvard Medical School (Boston, USA). Torsten is also the Author of several books, such as “The Science of Microdosing Psychedelics”, “Healing with Entactogens”, and “The Pharmacology of LSD”. More infomation of Professor Torsten Passie https://psychedelic-science.org Dr. Torsten Passie — MDMA, LSD & Psilocybin

durée : 00:33:27 - La Grande Table idées - par : Olivia Gesbert - Quelle est cette voix que j'entends dans ma tête? La linguiste Hélène Loevenbruck, Médaille de bronze du CNRS 2006, nous parle de l'endophasie, notre voix intérieure. Un phénomène qui n'en finit pas de nous étonner. Elle publie "Le Mystère des voix intérieures". - invités : Hélène Loevenbruck Chercheuse en neurosciences CNRS au Laboratoire de Psychologie et NeuroCognition

Hypnose ist schon ziemlich alt, genug Zeit, dass sich eine Menge Mythen um dieses Therapieverfahren ranken können. In dieser Folge schauen wir uns an, wie Hypnose funktioniert, was sie mit unserem Gehirn macht und ob es tatsächlich einen wissenschaftlichen Nachweis über ihre Wirksamkeit gibt. Die Quellen, die wir zur Recherche des Themas genutzt haben, sind: 1) zur Geschichte der Hypnose: https://de.wikipedia.org/wiki/Hypnose 2) zur Gehirnaktivität während Hypnose: Casale, A. D., Ferracuti, S., Rapinesi, C., Serata, D., Sani, G., Savoja, V., ... & Girardi, P. (2012). Neurocognition under hypnosis: findings from recent functional neuroimaging studies. International Journal of Clinical and Experimental Hypnosis, 60(3), 286-317. https://www.tandfonline.com/doi/abs/10.1080/00207144.2012.675295 3) zur Hypnose als Therapieergänzung bei Akuter Belastungsstörung: Bryant, R. A., Moulds, M. L., Guthrie, R. M., & Nixon, R. D. (2005). The additive benefit of hypnosis and cognitive-behavioral therapy in treating acute stress disorder. Journal of consulting and clinical psychology, 73(2), 334. https://psycnet.apa.org/doiLanding?doi=10.1037%2F0022-006X.73.2.334 außerdem: 4) Seite „Posttraumatische Belastungsstörung (PTBS); Psychotherapie“ in Dorsch Lexikon der Psychologie, Hogrefe Verlag. https://dorsch.hogrefe.com/stichwort/posttraumatische-belastungsstoerung-ptbs-psychotherapie 5) Seite „Psychoedukation“ in Dorsch Lexikon der Psychologie, Hogrefe Verlag. https://dorsch.hogrefe.com/stichwort/psychoedukation 6) Seite „Prolonged Exposure“ in Wikipedia, Die freie Enzyklopädie. https://de.wikipedia.org/wiki/Prolonged_Exposure 7) Seite „Kognitive Umstrukturierung“ in Wikipedia, Die freie Enzyklopädie. https://de.wikipedia.org/wiki/Kognitive_Umstrukturierung 8) Seite „Kognitive Um-/Restrukturierung“ in Dorsch Lexikon der Psychologie, Hogrefe Verlag. https://dorsch.hogrefe.com/stichwort/kognitive-um-restrukturierung

In this episode, sports physical therapist specialist, Dr. Alli Gokeler, talks about motor learning. Today, Alli tells us about the process of motor learning, how patient autonomy is advantageous to rehabilitation, and how to motivate patients. How does Alli measure motor learning outcomes? Alli elaborates on his on-field rehabilitation model, and the importance of incorporating cognition in ACL injury rehabilitation. Alli talks about RTS from a motor learning perspective, how to continue motor learning on the field, and he gives his younger self some advice, all on today’s episode of The Healthy, Wealthy & Smart Podcast.   Key Takeaways Alli defines motor learning: “In order to acquire motor learning, you need to practice. If you don’t practice, you can’t learn something.” “The learning process itself cannot be measured directly. It’s only something you can measure indirectly.” “What motor learning should result in is: it should lead to relatively permanent improvement of motor skills.” “Be careful how you interpret this process. Quite a few clinicians have a tendency to provide feedback because they intuitively try to correct a patient.” “Be a little bit patient with your patient, because learning takes time. Don’t interrupt the learning process too soon.” “Motor learning, as well as learning a language or math, is a non-linear process.” “One of the strong drivers of learning is intrinsic motivation.” “We provide our patients with a significant amount of autonomy, which means the patient gets a certain level of control over the exercises.” “Providing autonomy during rehab enhances learning.” “Around 70% of people prefer to receive feedback after a good performance of an exercise. What happens in most clinical situations, with all good intentions, we typically give corrective feedback, which typically means you didn’t do something according to the standards of the therapist. This may affect their motivation.” “If you look at the brain activity of someone that is instructed to do something, or the brain activity of a person who has some control over what they’re going to do, you have completely different brain patterns. When you give them some control, they are much more engaged, and this is a prerequisite in order to learn something.” “If you want to be certain that learning has taken place, you need to measure, otherwise you can’t be sure that the patient has learnt something.” “If you’re good at something, it’s not challenging anymore. If it’s too difficult, then it’s overreaching.” “One-on-one training is not what’s needed for a football player. They are team athletes.” Alli’s on-field rehabilitation model: Neurocognition: Reaction time, decision-making, selective attention, inhibition and working memory. Motor component: Strength, range of motion endurance, and speed. Sensory: Visual, auditory, and environmental factors. “We need cognition during our motor control, and if we only work on pre-planned activities, we miss something from the on-field situation.” “An ACL injury isn’t just a peripheral injury, but it’s also a neurophysiological lesion, and that needs to be considered in rehab.” “With colleagues that work with paediatric patients, some of the motor learning principles that they use could be very beneficial for us working with orthopaedic, sports-related injuries.”   Suggested Keywords Motor Learning, RTS, PDCA, ACL, Rehabilitation, Neurocognition, Therapy, Physiotherapy, PT, Training, Injuries, Sport, Wellness, Health, Recovery, Injury-Prevention,   More about Dr. Gokeler Dr. Alli Gokeler has 28 years of experience as a sports physical therapist specialist. In 1990, Alli graduated with a degree in Physical Therapy from the Rijkshogeschool Groningen. Following his graduation, he worked in both the US and Germany as a physical therapist. In 2003, he earned his Sports Physical Therapy Degree from the Utrecht University of Applied Science. In 2005, he started a PhD project at the University Medical Center Groningen, Center for Rehabilitation. He is a researcher-clinician and a clinician-researcher with a passion for multidisciplinary injury prevention. He has over 40 peer-reviewed publications, and he regularly gives lectures worldwide. In his free time, he loves to do mountain biking.   To learn more, follow Alli at: Facebook:       Motor Learning Institute Instagram:       @motorlearninginstitute Twitter:            @Motor_Learning YouTube:        Motor Learning Institute Website:          https://www.motorlearninginstitute.com ResearchGate:           https://www.researchgate.net/profile/Alli_Gokeler   Subscribe to Healthy, Wealthy & Smart: Website:                      https://podcast.healthywealthysmart.com Apple Podcasts:          https://podcasts.apple.com/us/podcast/healthy-wealthy-smart/id532717264 Spotify:                        https://open.spotify.com/show/6ELmKwE4mSZXBB8TiQvp73 SoundCloud:               https://soundcloud.com/healthywealthysmart Stitcher:                       https://www.stitcher.com/show/healthy-wealthy-smart iHeart Radio:               https://www.iheart.com/podcast/263-healthy-wealthy-smart-27628927   Read the Full Transcript Here:  Speaker 1 (00:07): Welcome to the healthy, wealthy, and smart podcast. Each week we interview the best and brightest in physical therapy, wellness, and entrepreneurship. We give you cutting edge information. You need to live your best life. Healthy, wealthy, and smart. The information in this podcast is for entertainment purposes only and should not be used as personalized medical advice. And now here's your host, Dr. Karen Litzy. Hey everybody. Speaker 2 (00:37): Welcome back to the podcast. I am your host, Karen Litzy and today's episode is brought to you by net health. So net health is hosting a three-part mini webinars series on Tuesday, March 9th, entitled from purpose to profits. How to elevate your practice in an uncertain economy after 2020. I think you're going to want to sign up for this. So you're going to hear from a panel of guests that have over 50 years of combined experience working in the PT industry sign up will begin tomorrow, which is Tuesday the 23rd, February 23rd for this mini webinars series. So head over to net health.com/litzy to sign up once again, that's net health.com forward slash L I T Z Y. So check it out and sign up now. Oh, and it's free. Okay. So this whole month we've been talking about ACL injury and rehab. So today's episode is with Dr. [inaudible]. Speaker 2 (01:41): He has 28 years of experience as a sports physical therapist specialist. In 1990, he graduated with a degree in physical therapy from I'm not even going to pretend to try and pronounce this. So you can just go onto the podcast website to find out where he went to school. Cause I'm not even going to attempt it following his graduation. He worked in both the us and Germany as a physical therapist in 2003 here in does sports physical therapy degree from you trick university of applied science in 2005, he started a PhD project at the university university medical center, grown again, center for rehabilitation. He is a researcher, clinician, and a clinician researcher with a passion for multidisciplinary injury prevention. He has over 40 peer reviewed publications and he regularly gives lectures worldwide in his free time. He loves to mountain bike and you can check out more from him and his research@motorlearninginstitute.com. Speaker 2 (02:46): Okay. So today we talk about just that we talk about motor learning. So the process of motor learning, how patient autonomy is advantageous to rehab, how to motivate, how to measure low motor learning outcomes on field rehab models and the importance of cognition and ACL rehab. And we talk about Allie's brand new model for Mona motor learning, which will be out hopefully in a month or so. So a big thanks to Allie. And of course, thank you all for listening to this month on ACL injury and rehab. Hey, Alli, welcome back to the podcast. I am happy to have you on once again. Speaker 3 (03:31): Thank you for inviting me. Yeah. It's been awhile pleasure to be here today. Speaker 2 (03:34): Yes. And so, as people, if you've been listening to the podcast, you know, that this month has been all about ACL injury and rehab. And so what better person to have on the new to talk about kind of the rehab process after an ACL injury and your specialty, which sort of motor motor learning. So the first thing I want to ask you is can you define motor learning? Speaker 3 (04:02): Yeah, that's it, that's a very good question. And I I've taken three, I think important aspects of motor learning that I think are relevant for clinicians that listen to this podcast. The first one is in order to acquire motor learning, you need to practice. If you don't practice, you can't learn something and that may be pretty straight forward, but I still think it's important. The second one, and that's a little bit of a vague one, but the learning process itself cannot be measured directly. It's only been some been something that you can measure indirectly. And I I'll touch back on that a little bit later. What I mean by that? And the third point is what model learning should result in is that it should lead to relatively permanent improvement of motor skills. And last year I gave the example of writing how to ride a bicycle for this year. Speaker 3 (05:03): I thought, Hey, maybe skiing is a good example. And so if you've taking ski lessons as a teenager and you became quite proficient in skiing, it could be for many different reasons for job or any other reason that you haven't been going to the Rocky mountains, but at the age of, let's say 35, you have some time again, and you have some financial resources and you'd, Hey, let's spend the week again in Vermont or the Rockies and maybe a little bit of rusty at the beginning, but perhaps after a day or two, you get the hang of it again. So this is I think a great example of what motor learning means. It means that you acquire something and it sustains over time. Now that needs to be distinguished from performance. And this is, I think one of my key messages that I would like to point out to clinicians when you work with your patient in the clinic and you have your patient doing an exercise. Speaker 3 (06:11): And this relates to my second point is that motor learning is not directly observable. What you see in the here and now is performance. Now I get, I can give you two examples. So let's say you have a patient after an ACL injury six weeks post-op and you want to have your patient work on balance, not patient number one comes in and stands on one leg. And actually what you're seeing, you're very happy, very stable not any excessive movements is able to maintain balance for 30 seconds. Okay. You're you might be happy with that. Now, your second patient comes in from the same surgeon, also six weeks post-op and when you have this patient perform the same exercise, you see that a patient sometimes needs to take the hands of the hips or needs to hold onto something, or puts the other foot down to maintain balance. Speaker 3 (07:16): And from these two examples, you may draw the conclusion that the first patient has better motor skills and has better learning potential. And the second one has poor motor skills and is not such demonstrating good learning potential. We don't know. We only, we only know that performance in patient one is better for sure. Performance in patient B is not as good for sure, but that doesn't mean that the dis says anything about the learning potential. In fact, it may be that the learning potential in patient one is, or has already been reached because this is at the max of his abilities, various for the second patient with poor performance, there may be a large learning potential. So that that's that's I think very important. And what you need to consider as a clinician is be careful how you interpret this process, because what I know from my early days, and also when I teach courses, is that quite a few clinicians have a tendency to provide feedback because they would intuitive to literally try to correct patient too, because you see that it's not able to maintain balance. Speaker 3 (08:40): So we need to say something. So we will usually do that in with feedback. And we typically do this with corrective feedback. And my second take home message would be, be a little bit patient with your patient because learning takes time. So maybe unless you feel that there is an unsafe situation, but if that's not the case, let the patient practice and re evaluate in the week or in two weeks time. But don't interrupt the learning process too soon. Because when I go back to the skiing example, remember when you haven't been skiing for for like 15 years or when you started to ski, it, it, it was probably something like this first day, quite difficult. Second day, still difficult. You might even get frustrated third day, no improvement. However, on the fourth day snow not being able to ski ski lift is closed. Speaker 3 (09:55): And on the fifth day means there was no one day without any skiing lessons on the fifth. There you go out again, Hey, and all of a sudden you feel like, Hey, I I'm, I'm better than I was on day three, although you haven't practiced in the day in between. So this is what I mean, learning is not only happening as you practice, but there's also some processing afterwards going on in your brain that helps to acquire those motor skills now. And if you interrupt that process like vote by providing a lot of corrective feedback you may actually, although with all good intentions, I don't want to disqualify that, but maybe it's better to leave the process happening and evolve and then provide feedback later on. Speaker 2 (10:50): Yeah. It kind of reminds me of have you ever heard the term helicopter parent? So it's the parent that's always hovering over the child, making the decisions, not allowing them any autonomy for themselves. And so it reminds me of that helicopter therapist who's on top like, Oh, I see that if you use the example of balance, Oh, I see that you struggled a lot with your balance. Why don't you try and do this? Well, why don't you do this, try this, try this, try this. And, and in that as the therapist, are you taking away the autonomy for the patient and what kind of, how can that affect the outcomes for that patient? Speaker 3 (11:31): Yeah, that's an excellent point. Karen C motor learning, as well as learning a language or learning math is a nonlinear process, which means how you learn how to ride a bicycle was probably different from how I learned it. So, but what we typically do as clinicians, we have this, this, this clinical guidebook in our, in our mind map that we think based on our experience or based on our beliefs, how we need to guide our patients from simple skills to more advanced skills from single task skills to do a test skill, whatever. However, we don't know how this patient is actively engaged in this process, actually, by example, that you were provided the, the patient is directed by the, by the parent or, or the child is directed by the parent and is actually a passenger. Now, I think one of the strong drivers of learning is intrinsic motivation. Speaker 3 (12:41): So what role do you give your patient if you direct them, where to go, what to do, and also you give them corrective feedback are these all strong drivers for self-organized learning? I'm putting a question Mark behind it. So people need to think about them for themselves. I can tell you what we do in, in, in our clinical situation. And that's based also on our research we provide our patients or in ACL injury prevention, we provide a significant amount of autonomy, which means an athlete or a patient gets a certain level, not complete control, but a certain level of control over the exercises. So they can choose, for example, out of 10 exercises, they can pick three exercises that they would like to do on that particular day, in an order they would like to do. And we know from a substantial body of research that providing autonomy during during rehab enhances enhances learning. Speaker 3 (13:59): And I can tell you this from a research point, but it can also give you a brief insight from a recent survey that we've done among patients that completed their rehab. And we sent them an open questionnaire about their experience in in the entire process of rehabilitation. And one thing that two things that really stood out were a positive environment, a positive environment with relatedness of the therapist towards the patient, and not as a patient, but as a person that's quite important. So it's not a ne it's not an ACL patient. No, it's, it's, it's a person with an ACL injury. That's quite, quite, quite an important distinction. And the second thing that stood out was and you, you touched on that before is the autonomy some self-control over the rehabilitation process. And this was a qualitative study that we did my PhD student while surveilling ran the study. Speaker 3 (15:10): So it's not something that I'm just saying as a scientist, but this is also what we get back from our patients. And when we ask them so going back to the clinical situation this is what we apply also by providing our patient with the opportunity, instead of me always providing the feedback I'm asking them, or I'm giving them the opportunity please let me know when you want me to give you feedback. That is a great example of of autonomy, the thing, easy question. Yeah. And, and, you know, what's, what's, what's what's quite important to understand is if w if we think how humans preferably like to receive feedback if we, if we, if we ask a healthy population and the same applies to to an injured population, it turns out that around 70% of the power of the people prefer to receive feedback after a good performance of an exercise, what happens in most clinical situations with all good intentions? I really don't want to question that, but we typically give corrective feedback, which typically means you didn't do something according to the standards of the therapist. That means that maybe seven out of the 10 people that you provide feedback to may not really like this, and this may affect their motivation. This may affect their learning potential because they like to receive feedback when something went well, they, they conversely they already know when something didn't go well and they don't need us to rub it in or to remind them they already know. Speaker 2 (17:15): So you, you touched on a word that I was just going to ask you about, and that is motivation. So why is motivation key in motor learning? Speaker 3 (17:28): If you look for example, at the brain activity of a person that is instructed to do something, or you look at the brain activity of a person who has some control over what they're going to do, you have completely different brain patterns. And I can tell you that the second one, the second example, when you give them some, and when they can choose, they are much more engaged, and this is a prerequisite in order to learn something. Speaker 2 (17:59): Yeah. And, and I think we can probably all look back on our own personal experiences of learning, whether that be academic learning, or learning a physical task. I think we all like to have a little bit of control over that versus just have stuff thrown at us without our IM without our input or without our thoughts on it. So I think that makes perfect sense. And now, so we spoke about how motor learning is, non-linear why motivation and autonomy is so important. Now let's talk about, we've got this patient with who had an ACL repair and they want to get back to sport. They, they are, they are ready mentally. So we'll put that to one side. They're ready mentally. So let's talk about the return to sport from a motor learning perspective. Speaker 3 (19:02): In my opinion, return to sports is we first need to define what we mean. And I think the 2016 consensus meeting gave us some leeway in that direction. And I think one of the most important things that stood out is that it's a continuum. It is not one moment in time. And I think what I read in the literature often is is that it's such a that coma to choice yes or no at at six months or nine months, whatever you're, you're, you're, you're believing in. I think what we need to understand is certainly in light of the high number of secondary ACL injuries, particularly in the young population, in, in, in pivoting type sports, that's number one. But also the second one is that, you know, only, I think a disappointed percentage of people reach their pre-injury level. Speaker 3 (20:00): So their performance is not up to par. So do those two factors. When we, when we look at that, I think it all starts prior to the surgery. So the rehabilitation, I think is one of the key factors that we need to, that we need to consider anything that's left. Unaddressed will show up even in higher magnitude, after the ACL reconstruction, which was the second trauma to the knee. And, and then in, during the entire rehabilitation process, something very simple. And I can't stress that enough if, if walking is not normal and how do, how do many clinicians assess a normal gait pattern? They usually ballpark it, but, you know, even a slight deficit of five degrees is clinically meaningful. And now, now just follow some logical sense. If you're walking is not normal, what do you think will happen with the running? Speaker 3 (21:01): W what do you think, what would you expect? How, how the squat will be executed by the patient and how will the single leg up will be done or a drop foot, a good jump. So that's why I think that all these elements from a motor learning perspective, and also we'll touch back on that a little bit later, of course, sound strengthening program, you know, no question about it, very important, but I think it is, it is very important to also incorporate the model learning process so that we make sure that the patient is learning or relearning those motor skills, but Mo and I can also stress enough. It's also important that we as clinicians really, really measure and boarding and, and I, we just completed and published a study among Flemish physiotherapist. And one of the things that came out of this study is that many don't use the evidence-based principles, meaning also they don't use two criteria as they don't assess and in order, and that's also coming down to model learning. If you want to a certain that learning has taken place, you need to measure, otherwise you can't, you can't be sure that the patient has learned something. Speaker 2 (22:22): And how do you, what are some examples that you can maybe give the listeners of how you measure these motor learning outcomes? Because I think that's important to let people kind of wrap their heads around that. And on that note, we're going to take a quick break to hear from our sponsor and be right back Speaker 4 (22:41): On Tuesday, March 9th, net health is putting on a three-part mini webinars series entitled from purpose to profits, how to elevate your practice in an uncertain economy after 2020, you're going to want to sign up for this. You're going to hear from a panel of experts that have over 50 years of combined experience working in the PT industry, signup will begin tomorrow for this mini webinars series. So head over to net health.com/litzy to sign up once again, that's net health.com forward slash L I T Z Y. Speaker 3 (23:16): Yeah. So I use, then that's something from, from the business that you probably know that the PDCA cycle, the plan do check act and the P and the plan, which means you do a baseline test. So first you need to let's say balance. So there's the patient have a balance deficit yes or no. You can use the star balance says you can use th the balance error scoring system. That's your baseline test. Now, it's up for you as, as a physiotherapist with your clinical reasoning. Does the patient need an intervention to target a balance? Yes or no, or are we happy with, but let's assume now there is a balance deficit. Now we go to the do, which means what is my intervention? So my intervention could be, I'm planning to do balance training for four weeks, with two therapy sessions in the clinic, and four sessions at home consisting of those and those exercises. Speaker 3 (24:21): And then AF in between I'm doing an interim evaluation, is the patient going on track as I'm expecting or not? I can still find tune my my intervention program, a training program. And then I do a final assessment after, after two weeks and preferably even one little bit later on as well to make sure that the effects of the balanced training are really sustained over time. Remember what I said about riding a bike or skiing and that's a very simple procedure you can use. It doesn't take a lot of time but it's, it needs to be integrated in your daily practice because if you don't measure, you don't know. Speaker 2 (25:09): Yeah, absolutely. And I love that. I think people can get behind that PDCA cycle and cause, you know, PTs love things that are regimented and you know, things that sort of follow a plan. So I think this is a really easy, and I think people can get behind it. And I also think that it will keep your patient on track and keep you on track and organized versus just like throwing whatever up against the wall and seeing what sticks, if you measure it, you're, you know, you're, you kinda know where this patient is going and that makes all the difference. Speaker 3 (25:51): Yeah. Which, which th that's a good point that you I, I forgot to mention it actually in the, in the, in the planning cycle, I'm incorporating my patient. So I'm discussing the baseline tests and I'm asking in my patients, so you have a balanced deficit. What do you think is needed for you to improve your score? What do you think is could be if you score eight out of 10, so zero would be no balanced error. 10 would be the maximum errors that you can acquire. So you have an eight, what do you think is reasonable to achieve in two weeks time, for example, and then the patient could say, yeah, I think I'm I can reach a seven. Hey, that's the interesting information. Why, why are you so conservative? Why can't, why can't you challenge yourself from, from an eight to a four, for example? Speaker 3 (26:42): So I always creating this interaction with my patient. You know, I can in conjunction with, with, with me and my patient, I can set goals that, and that's quite important as well. That need to be challenging for the patient, because if you, if you already a good or something, you're not challenging and it's not challenging anymore, if it's too difficult, then you then it's overreaching. But it, it has to be something that the patient sees. Okay. I really got to put some effort into this is again, which is, again, something for important for learning. Speaker 2 (27:22): I was just going to say that I said from a motor learning standpoint, if you do nothing that gives a substantial challenge to your patient, are they really going to see the benefits of those exercise or of your plan? Exactly. Yeah, yeah. Yeah. That makes perfect sense. Okay. Speaker 3 (27:45): And also going back to to the first example where the two patients with the balance exercise, if, if I give my patient an exercise, it is usually an exercise that creates difficulty for them. So if I see a perfect demonstration, then I'm kind of thinking, yeah, what is the learning potential here? So I purposely make the exercise a little bit more difficult right away. And I explained that to them, I'm explaining to them, don't expect to, to master this exercise today or tomorrow. And I always give that example of, of riding a bike and, and a lot of patients like that because, Oh yeah, I remember that I fell down quite a few times and and that that's in ACL rehab. It's, it's more or less the same process. Speaker 2 (28:37): Yeah. And, and I also want to switch, well, this isn't really switching gears just moving forward. So yes, we know that return to sport is a continuum you've got returned to sport and returned to performance, different things. And one of the things that I spoke about with Nicole [inaudible] is the importance of on-field rehab. So I know that's something that you're also passionate about. So do you want to kind of tie that into what, what therapists can do on field to continue to foster this motor learning within their sport, whatever that sport may be? Speaker 3 (29:20): Yeah. I think that's, that's something that's underappreciated and, and maybe that's because we haven't really integrated the motor learning processes in our rehab. And one of the things that we have to consider is when you observe your patient in the clinic and you a certain motor behavior, that's all what it means. It stems down to the interaction between the environment. The task at hand could be a jumping exercise, could be a single lag, actually, whatever. And, and, and, and to behavior that you're seeing. So there is a task athlete, environmental interaction, which means the movement that you see from that interaction only is valid for that interaction. You cannot extrapolate a jump landing strategy from a box in a physiotherapy clinic. And imagine how this athlete would play lacrosse or American football or soccer. It's completely different game, completely different worlds. Speaker 3 (30:37): So I think that's where one of the main reasons why single leg hop test and accessed by, by, by Kate Webster and, and, and Tim, you, it were shown not to be valid predictors of secondary ACL injury, because a hop test is something completely different than how an athlete performs on the field. So, in, in, in that regards I think we need to take the patient to the field and to see how the patient is performing based on that interaction that I just refer to the tasks, the environment, and the athlete interaction. And then you get meaningful information where the, where that patient is is add, which for example also means that one-on-one training is not what's needed for a football player. They are team ball athletes. So you need to do something with the ball. You need to be on the turf and you need to do something with teammates Speaker 2 (31:43): That yes, when you're working with someone with a team sport, you have to have those other I don't want to say distractions, but you know, other people, a ball scanning a field versus just going one to one with you. Speaker 3 (32:02): Yeah. And we, we've just completed an analysis of 47 non-contact ACL injuries in Italian professional football. Just this work that I've done with Francisco Della Villa from the ISO kinetic group. And what we did is we, we looked at the injury mechanism through a different lens and what we the lens we use was a neurocognition lens. So we looked at the inciting events that happened before the ACL injury took place, because so far the literature is predominated by the dynamic valgus collapse. And I totally agree. I totally agree. However, it doesn't tell you what led to the injury. It just tells you what the end point is. That's dynamic velvets now. And what we've done now is what are now some typical events occurring during a match play in which a non-contact ACL injuries took place. And we took two neurocognitive factors. One is the selective attention. So are you able to maintain attention to the relevant information in this regard and filter out irrelevant information? And the other one is, did we see some impulsive behavior of defenders? And they were running into a situation in which basically the attacker waiting for them to approach. And then at the last moment, they made a deceiving action that the defender did not entail. Speaker 2 (33:40): And now in the very small timeframe, Speaker 3 (33:43): The defender had to change the movements in a timeframe that you don't have enough time to coordinate those movements well. So if you think about this as a framework, how injuries may happen, we also need to consider this framework, how we integrate that in our rehabilitation process. And this is what I do from day one. And certainly this is what I do re related back to your question for the on-field this framework we use for the on-field rehabilitation. And I've created a model for that. Speaker 2 (34:19): Yeah. So I was just going to say, I know that you've created a model and it's going to be published soon. So let's talk about what that model is. And if you can kind of walk us through that, that would be great. Speaker 3 (34:31): So the model is consists of three main pillars. The first one is neurocognition and neurocognition, you need to think about reaction time. Decision-Making selective attention, as I mentioned before, but also your ability to control impulsive behavior. That's called inhibition. Can you, can you change your intended movement? Yeah. That's something to control your impulses. Very important. Working memory is another aspect. So those are the neurocognitive components. Then we have the motor component, and I think that's where most physios will be quite familiar with. So we think about strength, range of motion endurance speed, things like that. Yeah. That that's, that's I think pretty straightforward. Then we have the sensory part. So in the sensory part, we can have the visual components so we can alter the visual input, maybe quite relevant for ACL rehab as Dustin grooms has already shown. And also my colleague and part of borne, Tim layman has demonstrated that with EEG, that the patient may have some visual reliance, but also things like, do you have your patient do training with shoes on is, are you playing on the hard surface, soft surface lighting conditions, auditory information. Speaker 3 (36:06): Now those three factors, neurocognitive motor, and the sensory part. What I did in my model, I created like a gauge, so I can create an exercise combination in which I have a relatively simple motor skill. So not so demanding, standing on one leg, for example, but what happens now, if I, and more cognitive load, for example, by having them do math subtractions, or working on the synaptic sensory station by doing motion tracking. Now I can see what the influences is of an added neurocognitive load on my motor art, because those three shape my functional movement coordination. Likewise, I can turn back. My neurocognition lit and stay with the same exercise and do now something on the sensory part. And this is what we all do as clinicians. So we do a single leg balance exercise, and we have the patient stand on on the, on the foam surface, or we have them close their eyes. Speaker 3 (37:14): So we already doing this, but I think the model can help you. How do I plan my exercises within one rehab session? And I'm changing that from week two week. And why would this be important? Well, first of all, we all always need to consider that we have, we need cognition during our motor control. And if we only work on pre-planned activities that, that are often in happened, we miss something exactly what you pointed out already from the on-field situation. They have to perceive a lot of information. They have to process that information and then execute the movement. And here's where cognition comes in. And we do this by being aware of that, we can use these gauges. What we do is we actually create a rehab environment that we call in part a board. And we call that an enriched environment in which we constantly provide different stimuli to the patient. Speaker 3 (38:22): That means the rehab from week one to week two is not the same, which means variation, something new, something I haven't done before. Again, this could already motivation so significantly, and I can tell you from experience, patients love this. The second benefit would be since you're providing different stimuli, you actually confronting the brain every time with a new situation and the brain has to find solutions. And this is I think very important also from the motor learning perspective that we need to consider to enhance the neuroplasticity of the brain, because an ACL injury is not just a peripheral ligamentous injury. It is also a neurophysiological lesion and that's, I think, needs to be considered and rehab. Speaker 2 (39:19): I mean, I, I have to say for me, I really liked this model because it, it gives you a great way. Like you said, to plan out your session so you can maybe enlarge the motor component one day or take it back another day, do more, neurocognition move that back, do more sensory, do sensory motor, maybe not so much neuro do a little bit of all three. So it's sort of like, I just sort of see the Venn diagram, just expanding and contracting with all three of those bubbles, which I think is really great. And like you said, it gives you, it's almost from a therapist standpoint, a clinician standpoint, I feel like it gives me permission to play around and come up with some fun things and be a little more original. Speaker 3 (40:06): Yeah. And I think what it also does it, it, it may help you as a therapist to get a better understanding where some underlying deficits may be because we only, we T we typically like to measure the outcome. So let's say I'm doing an agility course, and I'm just looking at at the time. And then I see, Oh, the patient is not so fast. So I need to do more training. Well, what you could maybe do is try to untangle a little bit and to see if the patient from the motor perspective has all the necessary requirements in order to be fast. Maybe there's a deficit there, but let's assume it's not the case. So all, all the strength, all the rate of force development, all these parameters are satisfactory. That must mean that there's something else in the system that can't cope with the demands. And that could quite well be that there is an underlying neurocognitive deficit, and this may help you as a therapist to work more on those neurocognitive elements with the intended goal that the patient becomes faster, but maybe not so much, but we're doing more plyometrics and, and doing more speed now working on the neurocognitive aspect. Speaker 2 (41:30): Yeah. So it's, it's a, a treatment as well as an evaluative tool to kind of see where some deficits are and how you, you and your patient together can plan to move forward. Sounds great. When when will this be widely available? Speaker 3 (41:49): I hope we have it out in a month, the time from that pending on, on the, on the publication process, but please stay tuned. Speaker 2 (41:58): Okay, perfect. And we will let, we will let people know. I will put it on social media when that is out. So that sounds great. Well, I mean, thank you so much for coming on and talking about this, I've been taking copious notes. I think this was great. Before we get into where people can find you, I have one last question and I ask everyone this, and that's knowing where you are now in your life and in your career. What advice would you give to your, to your younger self? Speaker 3 (42:23): Good question. I think what would have helped me if I would have spent more time in the neurological field, I think in, in what I still see, or with colleagues that work with pediatric patients, I think some of the motor learning principles that they use could be very beneficial for us working with more orthopedic sports related injuries. That's something I did not understand back then, because my interests were solely in the, in the sports domain, but in retrospect, I should have spent more time in, in the neurological and pediatric field. Speaker 2 (43:04): Great advice and great advice for anyone who is maybe at that starting point in the sports or orthopedic rehab world and trying to figure out, Hey, what is there something I'm missing here? So I think that's great advice now, where can people find you and find all this great stuff, all your great info. Speaker 3 (43:24): All right. So we have a website from our company and our company's serves as the hopefully as the intermediary between academics and the clinical field. I, I work in both fields. I'm, I'm a clinician, I'm a researcher. And with our platform, actually our community model learning Institute, we want to create a bridge between the academic field and the clinical field, because I think we can all improve, but we need to find each other and we need to speak the same language and have respect mutual respect for one another. And if we engage in in such a culture by exploring, by facilitating one another, I think we can create a lot of new things and approaches with the overall purpose to help our patient. This website will be updated in a month from from now. So we will we will be offering completely new courses, which are also have the opportunity to get coaching from us. So it's not frontal education, but we offer for every course participant to receive life or written feedback on their progress during the course, because our premise is that we want to create a course in such a way that you can apply it into your setting after you've completed the course. Speaker 2 (44:58): That sounds amazing. And we will have links to to the website. We'll have also put the link up to your research gate profile so that if people want to look at some of the papers that you mentioned today, they can just go there and see all the papers that you have authored and co-authored do. I think it would be really helpful. And if people want to find you on social media, where's the best place to reach out to you there Speaker 3 (45:26): Would be Twitter, Instagram, or Facebook. Speaker 2 (45:30): Perfect. And what are the handles if you know them off hand motor learning Institute. Perfect. Perfect. Okay. So thank you so much. And like I said, I will have everything available up on the website at pod podcast at healthy, wealthy, smart.com. So Allie, thank you so much for coming on again. I really appreciate it. Speaker 3 (45:55): Thank you, Karen. And I really want to say, thank you so much for setting this up. I think this is exactly what we also stand for, that we create a platform in which we can exchange our ideas. We can ask one another question that that's the best way I think, to move forward. So really thankful for you to organize this and yeah. Speaker 2 (46:16): And so everyone, thank you so much for listening. Have a great couple. I have a great week and stay healthy, wealthy and smart. Well, a big thank you to Allie for coming on and sharing all this great information about motor learning as it relates to ACL injury and rehab. And of course thank you to our sponsor net health. So remember on Tuesday, March 9th, net health is putting on a three-part mini webinars series entitled from purpose to profits, how to elevate your practice in an uncertain economy. You're going to hear from a panel of guests that have over 50 years of combined experience working in the PT industry, signups will begin tomorrow, which is February 23rd for this mini webinars series. So head over to net health.com/ let's say to sign up once again, that's net help.com forward slash L I Speaker 1 (47:04): T Z Y. Thank you for listening and please subscribe to the podcast at podcast dot healthy, wealthy, smart.com. And don't forget to follow us on social media.  

Moderator: BobbieJean Sweitzer, M.D. Participants: Shahzad Shaefi, M.D. Article Discussed: Intraoperative Oxygen Concentration and Neurocognition after Cardiac Surgery: A Randomized Clinical Trial

THE Declarative/Procedural Model: A Neurobiologically Motivated Theory of First and Second Language, Child first language and adult second language are both tied to general-purpose learning systems, and the Neurocognition of Developmental Disorders of Language Prof. Michael Ullman is Professor of Neuroscience, with secondary appointments in the Departments of Psychology and Neurology at Georgetown University. He is Director of the Brain and Language Lab, and Director of the Georgetown EEG/ERP Laboratory. The Brain and Language Lab aims to elucidate how language is learned, represented, and processed in the mind and brain. --- Send in a voice message: https://anchor.fm/scientificsense/message Support this podcast: https://anchor.fm/scientificsense/support

Dr. Shae Datta is a neurologist and Director of Concussion and Neurocognition in New York. She also serves as the Chief Executive Officer at Residency Success. Dr. Datta has researched numerous subjects in the area of brain trauma, including the gut/brain link and study success through brain health. Residency Success is a platform to help students with the application and interview processes to ensure success and build habits that will stay with you throughout your career. Today’s episode will cover how to improve your brain health and preparatory habits to improve memory. 3:10 What is Residency Success and How Did it Come to Be? 4:10 Overview of Topics to be Covered 5:35 The Anatomy of the Brain in Relation to Memory 6:00 The Mind and Body Connection 6:35 The Detriments of Multi-tasking 7:47 Meditation to Improve Memory and Attention 11:40 Healthy Food Habits and Optimum Nutrition 14:40 Eating the Rainbow 16:45 Caffeine Consumption: The Benefits and Knowing When to Stop 19:45 Exercise and Neuroplasticity 23:10 The Role of Light Exposure in Chemical Balancing 24:15 Memory Consolidation and Sleep 25:00 Sleep Hygiene 26:30 Creating Memories: The Three Stages of Memory Formation 27:40 The Use of Memory Evoking Scent for Consolidation 30:35 Eliminating ‘Junk Light’ 32:36 How Residency Success Can Benefit You 32:30 Scheduling Tips Resources Residency Success can be found here: Residency Success You can also contact Dr. Datta by email here: residencysucess2000@gmail.com or by calling: (917) 524-8067 Apps for meditation: 10% Happier, Headspace Don’t forget to sign up for our online education summit at: FreeMedEd.org/omes Tickets are free! Join the Medical Mnemonist Master Mind Facebook group and find our Blog posts, Podcasts, and other Resources at FreeMedEd.org! Feel free to Email any Questions or Comments.

Download In this episode, Kyle sits down with Dr. Torsten Passie, Professor of Psychiatry and Psychotherapy with the Hanover Medical School in Germany. In the show, they cover a range of topics on Dr. Passie’s studies on microdosing. Dr. Torsten Passie will be taking part in a special panel dedicated to microdosing at Breaking Convention 2019 (August 16-18, Greenwich, London), also featuring Amanda Fielding of the Beckley Foundation, Dr David Erritzoe of Imperial College, London, Dr Devin Turhune (Goldsmiths), and Dimitris Liokaftos, exploring myriad aspects of microdosing, including its effects, unknowns, and media representation presented by BC director Nikki Wyrd. Find out more about Breaking Convention: https://www.breakingconvention.co.uk/ 3 Key Points: Psychedelic research in the University setting died off after 2004, but is finally seeing an increase as the psychedelic revolution continues to grow. There is very little to no documentation of doctors doing self-experimenting with psychedelic drugs. It's becoming popular for therapists to use the substances used on their patients, more common to do the self-work before doing the work on others. Even if microdosing does not produce any significant effects and it is all placebo, the trend is a new way to introduce it into our society. The Science of Microdosing Psychedelics Support the show Patreon Leave us a review on iTunes Share us with your friends – favorite podcast, etc Join our Facebook group - Psychedelics Today group – Find the others and create community. Navigating Psychedelics Trip Journal                                              Integration Workbook Show Notes About Dr. Passie Dr. Passie has been researching psychedelics for 25 years He specializes in the therapeutic use of psychedelic drugs He has found difficulties in researching psychedelics during prohibition Dr. Passie had a mystical experience before using psychedelics and then became interested in psychedelic use He had grown up as an atheist, a materialist, and his experience required him to change his psychological state His perception of reality was irritated and he had to see a therapist to integrate this experience He said that this was frustrating because he was young and still in search for his identity Through all of this, he decided to study medicine and become a psychedelic doctor He became very conscious that he was on the right track Research Studies The researchers were the only ones doing studies on psychedelic states, there wasn't much happening at the Universities He did studies with cannabis, ketamine and even laughing gas The research then was on how cannabinoids can help with psychosis They were not successful with that, but it came to be that CBD was a neuroleptic and an anti-psychotic Research pretty much stopped after 2004 due to new laws and the cost of the research Dr. Passie does mention that in the past 10 years research has really taken off again and that we are really seeing the renaissance of psychedelic culture In most of the literature of doctors doing self-experimenting, there is very little to no documentation of doctors doing self-experimenting with psychedelic drugs Kyle mentions that MAPS has included into their training protocol to allow for therapists to have self-experiments with the substances that they are using on patients Kyle also mentions he can't imagine trying to hold space in breathwork without having had his own experiences with breathwork Dr. Passie says that the history of self-experimentation with psychedelics has shown that the participants can become ‘gurus’ and lose their objectivity, he uses Timothy Leary as an example But with only a few times of self-experimentation, maybe 2-4 times, he doesn't see risks HPPD Hallucinogen persisting perception disorder (HPPD) is a disorder in which a person has flashbacks of visual hallucinations or distortions experienced during a previous hallucinogenic drug experience Dr. Passie thinks there is a selection bias in what is published about HPPD Its more common to have a study published that talks about an adverse effect of LSD than a benefit of it Hundreds of thousands of studies were conducted in the 50’s, and no one claimed that this phenomenon came up And now one person has conducted a study, claiming that this phenomena exists Dr. Passie says that this pattern happens among people who are prone to anxiety and who are dissociative He says that most subjects that claim to experience HPPD, have experienced visuals even before ever taking LSD Microdosing It has been known to not have any effects from 15-20 micrograms of LSD 20-50 micrograms of LSD is considered mini-dosing, where you can feel some type of effects from it, but not as much as the full dose Dr. Passie says it is strange for people to claim to have increased cognition during microdosing based on conventional data that shows that LSD produces poor cognitive function He thinks that whatever the effects are of LSD at a high dose, that the effects at a low dose are the same, just less, not completely different effects He believes that there is some placebo effect with microdosing In terms of the microdosing trend, Dr. Passie is critical about the productivity factor, he does believe in the creativity factor though The flow state may also be increased with microdosing He claims that in his own experience with microdosing, he doesn't experience the flow state, in fact he experiences a feeling of agitation Combinations In a study, when patients took a microdose first, and then a little while later, they took a different full psychedelic dose, the microdose impacted the experience of the full dose It lessened the effects of the full dose psychedelic Psychedelics and Sleep Dr. Passie mentions a study where patients were given LSD, both high and low doses, during sleep What was found was that LSD impacts REM sleep patterns The dreams were not altered The REM phases got longer during the beginning of sleep, and then much shorter near the end of sleep It shows that the impact of sleeping patterns brings someone to feel much different the next day The Microdosing Trend Microdosing has much to be explored yet But even if microdosing does not produce effects, the trend is a new way to introduce it into our society “Microdosing might be a new assimilation process of psychedelics into our culture” - Torsten Instead of the 60’s where we are taking huge doses, we are taking tiny doses as a slow approach to assimilate psychedelics back into society Links The Science of Microdosing Psychedelics About Dr. Torsten Passie Torsten is a professor of psychiatry and psychotherapy affiliated with Hannover Medical School, and led the Laboratory for Consciousness and Neurocognition. He has conducted clinical research on psychoactive substances and has written several books including The Pharmacology of LSD (2010) and Healing with Entactogens (2012). Between 2012 and 2015 he was visiting professor at Harvard Medical School.

Season 2 Episode 41, Dr. Bubbs interviews Dr. Norah Simpson PhD from Stanford University School of Medicine to talk all things sleep. In this episode, Norah discusses why so many people and athletes still struggle with poor sleep quality and quantity despite all the emphasis on sleep in the last 5 years, as well as her recent paper, “Optimizing sleep to maximize performance: implications and recommendations for elite athletes”. She dives into how lack of sleep impacts pain tolerance, injury risk, risk of illness and even the potential effect of altitude training on sleep quality. Norah also shares the sleep roadblocks she sees most in athletes, her favourite tools and tactics to get sleep back on track, and where she sees the evolution of sleep research heading in the next decade. Check out drbubbs.com/podcast for show notes.

Dr. Chris Moulin is a Professor in the Laboratory of Psychology and Neurocognition at University of Grenoble as well as a Senior Member of the University Institute of France. When Chris isn’t working, he loves spending time with his family, including his two young sons. They have been restoring their 19th century house in France and exploring the history of the home. Chris is also an avid collector of old postcards. Scientifically speaking, Chris is a memory researcher. He examines memory disorders to determine how areas in a healthy brain operate and are used in memory. Chris also works with patients to better understand memory disorders and help people with memory problems. He is particularly interested in subjective states and experiences related to memory such as déjà vu. Chris completed his PhD in Neuropsychology at Bristol University. Afterwards, he conducted postdoctoral research at the University of Bristol, the University of Reading, and at a Clinical Research Institute in Bath. Chris worked as a faculty member in the Institute of Psychological Sciences at the University of Leeds before joining the faculty at the University of Grenoble. He joins us for an interview to chat about his experiences in his life and science.

Author Charles Hammond discusses his article Moyamoya Syndrome in South African Children With HIV-1 Infection. Medical student Louisa Chatroux presents the learning topic on neurologic manifestation of HIV In children. Lastly, Dr. Jennifer McGuire discusses what led her to a career in pediatric neurology.  Read Dr. Hammond's article here. 

The 2012 Provost's Series - a discussion and cocktail reception featured Dr. Karen Froud, Director of the Neurocognition of Language Lab, and Associate Professor of Speech-Language Pathology and Neuroscience and Education at TC. Dr. Froud gave a brief talk on "the Neuroscience of Language and Learning" and a basic demonstration of one of the lab's high density EEG systems.

2012- Winter Dr. Robert Kern

2012- Winter Dr. Robert Kern