蒙特利尔认知评估量表测量不同教育水平轻度认知障碍的适用性研究

Applicability of montreal cognitive assessment text in evaluating the mild cognitive impairment of different education levels

摘要:

目的：本研究旨在探讨蒙特利尔认知评估量表北京版（MoCA-BJ）在社区不同教育水平老年人群的轻度认知障碍（mild cognitive impairment，MCI）筛查中是否具有普遍适用性。方法：对重庆市社区412名老年人进行MCI初步筛查，再利用蒙特利尔认知评估量表北京版对筛查结果中的55名MCI患者进行测试。评估分析其受教育年限对于MoCA-BJ各项目评分的影响。结果：共有55名MCI患者纳入本研究中。基于受教育年限分组，3组间视空间与执行能力、语言、延迟记忆三项差异均无统计学意义。而命名、注意、抽象、定向及总分的组间差异存在统计学意义。两两分组比较中，小学组分别与初中组和高中组在命名、注意、抽象、定向、总分差异均具有统计学意义。初中组与高中组仅在总分一项差异上具有统计学意义（P＜0.05）。结论：蒙特利尔认知评估北京版在评估不同教育水平的MCI患者时，在命名、注意、抽象、定向及总分几项中差异具有统计学意义，低教育水平人群对于量表的适用性低于高教育水平人群。因此，蒙特利尔认知评估北京版量表在应用于社区人群时应针对不同学历作相应的优化调整。

Abstract:

Objective：To explore whether MoCA-BJ has universal applicability during different education levels in screening of elderly people with mild cognitive impairment（MCI） in the community. Methods：This research investigated 412 elderly people in Chongqing community by using the Beijing edition of the Montreal cognitive assessment text，and 55 people was detected with MCI. The impact of the education years on the evaluation of MoCA-BJ text was anazlyed. Results：Fifty-five MCI patients were enrolled in this study. There was no significant difference between the three groups in terms of visuospatial/executive function，language，and delayed recall，name，attention，abstraction，orientation，however significant differences between the groups were obsereved in terms of the total score. There were statistically significant diererences between the primary school group，the middle school group，and the high school group in naming，attention，abstract，orienting and the total score. The total score was the only domain that showed differences between the middle school group and high school group（P<0.05）. Conclusion：There are statistically significant differences in the naming，atten－tion，abstract，orientation，and total score when applying Montreal cognitive assessment text to evaluate peopele with different educa－tion levels. The applicability of the scale among people with low education level is lower than that among people with high level. Therefore，Montreal cognition assessment text should be adjusted more suitable for different academic qualifications when applied to community groups.