Training in the practice of noninvasive brain stimulation

As the field of noninvasive brain stimulation (NIBS) expands, there is a growing need for comprehensive guidelines on training practitioners in the safe and effective administration of NIBS techniques in their various research and clinical applications. This article provides recommendations on the s...

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Detalles Bibliográficos
Autores: Fried, Peter J., Santarnecchi, Emiliano|||0000-0002-6533-7427, Antal, Andrea, Bartrés-Faz, David|||0000-0001-6020-4118, Bestmann, Sven, Carpenter, Linda L., Celnik, Pablo, Edwards, Dylan, Farzan, Faranak, Fecteau, Shirley, George, Mark S., He, Bin, Kim, Yun-Hee, Leocani, Letizia|||0000-0001-9326-6753, Lisanby, Sarah H., Loo, Colleen, Luber, Bruce, Nitsche, Michael A., Paulus, Walter, Rossi, Simone|||0000-0001-6697-9459, Rossini, Paolo M., Rothwell, John, Sack, Alexander T., Thut, Gregor, Ugawa, Yoshikatzu, Ziemann, Ulf|||0000-0001-8372-3615, Hallett, Mark, Pascual Leone, Álvaro|||0000-0001-8975-0382
Tipo de recurso: artículo
Fecha de publicación:2020
País:España
Institución:Universitat Autònoma de Barcelona
Repositorio:Dipòsit Digital de Documents de la UAB
Idioma:inglés
OAI Identifier:oai:ddd.uab.cat:305694
Acceso en línea:https://ddd.uab.cat/record/305694
https://dx.doi.org/urn:doi:10.1016/j.clinph.2020.11.018
Access Level:acceso abierto
Palabra clave:Training
Guidelines
Noninvasive brain stimulation
Transcranial magnetic stimulation
Transcranial electric stimulation
Descripción
Sumario:As the field of noninvasive brain stimulation (NIBS) expands, there is a growing need for comprehensive guidelines on training practitioners in the safe and effective administration of NIBS techniques in their various research and clinical applications. This article provides recommendations on the structure and content of this training. Three different types of practitioners are considered (Technicians, Clinicians, and Scientists), to attempt to cover the range of education and responsibilities of practitioners in NIBS from the laboratory to the clinic. Basic or core competencies and more advanced knowledge and skills are discussed, and recommendations offered regarding didactic and practical curricular components. We encourage individual licensing and governing bodies to implement these guidelines.

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