从症状首次出现到挪威专科医疗服务机构进行痴呆症评估的时间。
Time from Symptom Debut to Dementia Assessment by the Specialist Healthcare Service in Norway.
作者信息
Helvik Anne-Sofie, Engedal Knut, Šaltytė Benth Jūratė, Selbæk Geir
机构信息
General Practice Research Unit, Department of Public Health and Nursing, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology (NTNU), Trondheim, Norway.
St Olavs University Hospital, Trondheim, Norway.
出版信息
Dement Geriatr Cogn Dis Extra. 2018 Mar 27;8(1):117-127. doi: 10.1159/000487233. eCollection 2018 Jan-Apr.
OBJECTIVES
We described the duration from symptom debut to assessment at specialist healthcare outpatient clinics for dementia in Norway and explored whether educational level was associated with time from symptom debut to dementia assessment.
METHODS
The study comprised 835 persons from a register for individuals with cognitive symptoms (NorCog). The outcome variable was time in months from symptom debut to assessment. The main independent variable was the number of years of education. Also age, gender, marital status, cognitive function, neuropsychiatric symptoms, assistance and location were assessed.
RESULTS
In an adjusted linear mixed model, a higher educational level was associated with a longer duration from symptom debut to assessment, where 5 additional years of education increased the time from symptom debut to consultation by 10%.
CONCLUSION
The findings may perhaps be explained by the hypothesis that highly educated people may be able to compensate better for cognitive impairment, which is in line with a hypothesis of cognitive reserve.
目的
我们描述了挪威痴呆症专科门诊从症状初现到评估的时长，并探讨了教育水平是否与从症状初现到痴呆症评估的时间相关。
方法
该研究纳入了835名来自认知症状个体登记册（NorCog）的人员。结果变量是从症状初现到评估的月数。主要自变量是受教育年限。此外，还评估了年龄、性别、婚姻状况、认知功能、神经精神症状、获得的帮助和地点。
结果
在调整后的线性混合模型中，较高的教育水平与从症状初现到评估的较长时长相关，每多接受5年教育，从症状初现到咨询的时间增加10%。
结论
这些发现或许可以用这样的假设来解释，即受过高等教育的人可能能够更好地补偿认知障碍，这与认知储备假说相符。
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