| Poster | Poster Session 02 Program Schedule
02/15/2024
08:00 am - 09:15 am
Room: Shubert Complex (Posters 1-60)
Poster Session 02: Aging | MCI | Neurodegenerative Disease - PART 1
Final Abstract #43
Effect of Education on the Usefulness of the Montreal Cognitive Assessment Total and Index Scores
Haeyoon Kim, Chonnam National University Hospital, Gwangju, Korea, Republic of
Minji Song, Hallym University, Chuncheon, Korea, Republic of
Jihyang Kim, Hallym University, Chuncheon, Korea, Republic of
Kyung-Ho Yu, Hallym University Sacred Heart Hospital, Anyang, Korea, Republic of
Byeong-Chae Kim, Chonnam National University Hospital, Gwangju, Korea, Republic of
Yeonwook Kang, Hallym University, Chuncheon, Korea, Republic of
Category: Assessment/Psychometrics/Methods (Adult)
Keyword 1: neuropsychological assessment
Keyword 2: mild cognitive impairment
Keyword 3: vascular cognitive impairment
Objective:
Many studies reported that the Montreal Cognitive Assessment (MoCA) was superior to the Mini-Mental State Examination (MMSE) in detecting mild cognitive impairment (MCI). However, some studies on older adults with less education did not find that the MoCA was superior. This study examined the effect of education on the MoCA total and index scores to investigate if there was a difference in their usefulness based on education.
Participants and Methods:
The participants were 117, 102, 98, 117, and 99 older adults with normal cognition (NA), vascular MCI (VaMCI), amnestic MCI (amMCI), vascular dementia (VaD), and dementia of the Alzheimer's type (DAT), respectively. All participants were administered the Korean-MoCA (K-MoCA). We divided participants into two subgroups: those with <9 years of education and those with ≥ 9 years of education.
Results:
Regression function for the overall group was statistically significant for education and age for both the MoCA total and all six index scores. Furthermore, education had a greater effect than age. In the <9 years of education group, education predicted the K-MoCA total and most index scores better than age, as did the overall group. However, in the ≥9 years of education group, only age predicted the K-MoCA total score, while education significantly predicted the Attention Index Score (AIS), Language Index Score (LIS), and Executive Function Index Score (EIS). We compared the MoCA total and index scores for the NA, MCI, and dementia groups. In the <9 years of education group, the dementia groups scored significantly lower than the NA group on the K-MoCA total score, but there was no difference between the NA and MCI groups. Among the index scores, a significant difference was observed between the NA and VaMCI groups on the Memory Index Score (MIS), but the NA group did not differ from the dementia groups on some K-MoCA index scores. However, in the ≥9 years of education group, significant differences were observed between the NA and MCI groups as well as MCI and dementia groups on the K-MoCA total score. The NA group scored higher than the dementia groups on all the index scores, with significant differences between the NA and vaMCI on the AIS, LIS, and EIS and between the NA and amMCI on the MIS.
Conclusions:
These results showed that the effect of education on the MoCA was reduced in the ≥9 years of education group, which made the MoCA total and index scores useful measures for cognitive decline and differential diagnosis. However, the MoCA total and index scores were strongly affected by education in the <9 years of education group, which limited their usefulness.
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