Background: Telehealth neuropsychological services can increase the availability of specialised care for individuals in rural areas where barriers to these services are faced. As this practice becomes more commonplace, the reliability and validity of neuropsychological assessment administered by telehealth continues to be established. The Montreal Cognitive Assessment, a screener for general neurocognitive dysfunction, may be particularly useful since this measure can be given by telehealth with minimal adaptation.
Methods: Veterans from a rural area of the country who were referred to an outpatient neuropsychology clinic were administered the Montreal Cognitive Assessment either in-person or by telehealth by a clinician. A second clinician observed the administration in-person or by telehealth and independently scored the each participant's performance. The inter-rater reliabilities across conditions were compared to assess for differences between in-person and telehealth consultations.
Results: The inter-rater reliability of the Montreal Cognitive Assessment across the three conditions of interest was acceptably high and values ranged from r = 0.88 to r = 0.98. Reliability correlations were compared and no significant differences among the conditions were observed ( p's > 0.10). Beyond reliability, univariate comparison of the absolute mean differences of clinician scores showed no significant differences among the actual raw scores of the three conditions tested, indicating good accuracy ( p = 0.56).
Conclusions: The inter-rater reliabilities of Montreal Cognitive Assessment scores across conditions were all acceptably high, and administration of the Montreal Cognitive Assessment using telehealth technology did not significantly alter the total scores. Overall, the lack of significant differences suggests that administering the Montreal Cognitive Assessment by telehealth is reliable, accurate and well received by participants.
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http://dx.doi.org/10.1177/1357633X17752030 | DOI Listing |
J Gen Intern Med
January 2025
Department of Neurology, University of Michigan Medical School, Ann Arbor, MI, USA.
Background: Previous reports suggest patient and caregiver lack of awareness of dementia. Little is known about how this varies by ethnicity and how informal (family) caregiver burden is associated with knowing a dementia diagnosis.
Objective: To investigate whether participants with probable dementia were aware of a diagnosis provided by a physician and how this differed among Mexican American and non-Hispanic White participants; whether having a primary care physician was associated with dementia diagnosis unawareness; and the association of dementia diagnosis unawareness with caregiver burden.
Can Med Educ J
December 2024
Department of Physical Medicine and Rehabilitation, Queen's University, Ontario, Canada.
Background: Resident-focused curricula that support competency acquisition in concussion care are currently lacking. We sought to fill this gap by developing and evaluating Spiral Integrated Curricula (SIC) using the cognitive constructivism paradigm and the Utilization-Focused Evaluation (UFE) framework. The evidence-based curricula consisted of academic half-days (AHDs) and clinics for first- and second-year family medicine residents.
View Article and Find Full Text PDFAdv Sci (Weinh)
January 2025
McConnell Brain Imaging Centre, Montreal Neurological Institute and Hospital, McGill University, Montreal, QC, H3A 2B4, Canada.
Excitation-inhibition (E/I) imbalance is theorized as a key mechanism in the pathophysiology of epilepsy, with ample research focusing on elucidating its cellular manifestations. However, few studies investigate E/I imbalance at the macroscale, whole-brain level, and its microcircuit-level mechanisms and clinical significance remain incompletely understood. Here, the Hurst exponent, an index of the E/I ratio, is computed from resting-state fMRI time series, and microcircuit parameters are simulated using biophysical models.
View Article and Find Full Text PDFPsychon Bull Rev
January 2025
Department of Psychology, McGill University, 2001 Av. McGill College, Montréal, QC, H3A 1G1, Canada.
A growing body of evidence across psychology suggests that (cognitive) effort exertion increases in proximity to a goal state. For instance, previous work has shown that participants respond more quickly, but not less accurately, when they near a goal-as indicated by a filling progress bar. Yet it remains unclear when over the course of a cognitively demanding task do people monitor progress information: Do they continuously monitor their goal progress over the course of a task, or attend more frequently to it as they near their goal? To answer this question, we used eye-tracking to examine trial-by-trial changes in progress monitoring as participants completed blocks of an attentionally demanding oddball task.
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