Neuroeducation in the training of Pediatric Rehabilitation residents

Abstract

This paper aims to analyze the intersection between neuroeducation and the pedagogical activity of Pediatric Rehabilitation (PR) instructors in the training of Physical Medicine and Rehabilitation residents. Using the Advanced Education paradigm, it examines how instructors transcend the role of knowledge transmitters to become architects of clinical learning. It explains how neuroscience underpins the way knowledge is transmitted to residents through cognitive load regulation, case interweaving, and spaced practice. Another key focus of analysis is the imperative need to prevent the spread of neuromyths by replacing unfounded beliefs with neuroscientific evidence. As an applied example, the teaching of postural control in children with cerebral palsy is explored, demonstrating that neuroeducational resources optimize the decision-making of future specialists.