a Semillero de Neurociencias y Envejecimiento, Facultad de Medicina, Pontificia Universidad Javeriana , Bogotá , Colombia.
b Instituto de Envejecimiento, Pontificia Universidad Javeriana , Bogotá , Colombia.
Aging Ment Health. 2019 Oct;23(10):1300-1306. doi: 10.1080/13607863.2018.1488940. Epub 2018 Nov 17.
To explore the association between educational level and the scores obtained in each of the domains of the Montreal Cognitive Assessment test. This is a secondary analysis of the SABE/2012 Bogotá survey; a cross-sectional study including 2000 subjects aged ≥60years. The MoCA test was the dependent variable and was stratified by cognitive domains, incorrect answers and scores were considered. Educational level was assessed through years of formal education. Age, sex and selected medical conditions were also included to adjust the multivariate models. Bivariate analyses, fitted logistic and linear regression models were employed for analyzing association between these variables. The proportion of incorrect answers increased as schooling years decreased and as age increased. In the multivariate analysis, visuospatial and executive function were the most affected domains. Educational level displayed less influence than age on short memory-recall task (standardized beta 0.19 vs -0.24). Educational level showed a greater influence than age on no-memory tasks (the sum of all other domains; standardized beta 0.50 vs -0.29). It seems logical to consider that performance in most domains of the MoCA is influenced by years of education. Therefore, low scores on these tasks could lead to low total MoCA scores and thus to bias and over diagnosis of cognitive impairment in patients with lower educational levels. Memory-recall domain is not affected much by education and applying it separately could be useful in patients with low educational level in whom we suspect memory impairment.
探讨教育水平与蒙特利尔认知评估测试（MoCA）各领域得分之间的相关性。这是对 SABE/2012 波哥大调查的二次分析；该研究为一项包含 2000 名年龄≥60 岁的个体的横断面研究。MoCA 测试为因变量，按认知域、错误答案和得分进行分层。教育水平通过正规教育年限进行评估。还纳入了年龄、性别和选定的医疗状况，以调整多变量模型。采用双变量分析、拟合逻辑回归和线性回归模型来分析这些变量之间的关联。随着受教育年限的减少和年龄的增加，错误答案的比例增加。在多变量分析中，视空间和执行功能是受影响最大的领域。教育水平对短期记忆回忆任务的影响小于年龄（标准化β 0.19 与-0.24）。教育水平对无记忆任务（所有其他领域的总和）的影响大于年龄（标准化β 0.50 与-0.29）。考虑到 MoCA 的大多数领域的表现都受到教育年限的影响，这似乎是合乎逻辑的。因此，这些任务的得分较低可能导致 MoCA 总分较低，从而导致教育水平较低的患者认知障碍的误诊和过度诊断。记忆回忆域受教育的影响不大，单独应用它可能对我们怀疑存在记忆障碍的教育水平较低的患者有用。
