The role of education in mini-mental state examination: a study in Northeast Brazil
BACKGROUND: There is evidence that schooling can influence performance in cognitive assessement tests. In developing countries, formal education is limited for most people. The use of tests such as Mini-Mental State Examination (MMSE), could have an adverse effect on the evaluation of illiterate and...
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| Language: | English |
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Thieme Revinter Publicações
2004-06-01
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| Series: | Arquivos de Neuro-Psiquiatria |
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| Online Access: | http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0004-282X2004000200003&tlng=en |
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| author | Paulo Roberto de Brito-Marques José Eulálio Cabral-Filho |
| author_facet | Paulo Roberto de Brito-Marques José Eulálio Cabral-Filho |
| author_sort | Paulo Roberto de Brito-Marques |
| collection | DOAJ |
| description | BACKGROUND: There is evidence that schooling can influence performance in cognitive assessement tests. In developing countries, formal education is limited for most people. The use of tests such as Mini-Mental State Examination (MMSE), could have an adverse effect on the evaluation of illiterate and low education individuals. OBJECTIVE: To propose a new version of MMSE as a screening test to assess Illiterate and low education people. METHOD: A study was carried out enrolling 232 individuals, aged 60 or more of low and middle socio-economic classes. Three groups were studied: Illiterate;1-4 schooling years; 5-8 schooling years. The new version (MMSEmo) consisted of modifications in copy and calculation items of the adapted MMSE (MMSEad) to Portuguese language. The maximum possible score was the same in the two versions: total, 30; copy, 1 and calculation, 5. RESULTS: In the total test score ANOVA detected main effects for education and test, as well as an interaction between these factors: higher schooling individuals performed better than lower schooling ones in both test versions; scores in MMSE-mo were higher than in MMSE-ad in every schooling group. CONCLUSION: Higher schooling levels improve the perfomance in both test versions, the copy and calculation items contributing to this improvement. This might depend on cultural factors. The use of MMSE-mo in illiterate and low school individuals could prevent false positive and false negative cognitive evaluations. |
| format | Article |
| id | doaj-art-e178616d37a4412fb2deae5e7cef5458 |
| institution | OA Journals |
| issn | 1678-4227 |
| language | English |
| publishDate | 2004-06-01 |
| publisher | Thieme Revinter Publicações |
| record_format | Article |
| series | Arquivos de Neuro-Psiquiatria |
| spelling | doaj-art-e178616d37a4412fb2deae5e7cef54582025-08-20T02:04:20ZengThieme Revinter PublicaçõesArquivos de Neuro-Psiquiatria1678-42272004-06-01622a20621110.1590/S0004-282X2004000200003The role of education in mini-mental state examination: a study in Northeast BrazilPaulo Roberto de Brito-Marques0José Eulálio Cabral-Filho1University of PernambucoInstituto Materno Infantil de PernambucoBACKGROUND: There is evidence that schooling can influence performance in cognitive assessement tests. In developing countries, formal education is limited for most people. The use of tests such as Mini-Mental State Examination (MMSE), could have an adverse effect on the evaluation of illiterate and low education individuals. OBJECTIVE: To propose a new version of MMSE as a screening test to assess Illiterate and low education people. METHOD: A study was carried out enrolling 232 individuals, aged 60 or more of low and middle socio-economic classes. Three groups were studied: Illiterate;1-4 schooling years; 5-8 schooling years. The new version (MMSEmo) consisted of modifications in copy and calculation items of the adapted MMSE (MMSEad) to Portuguese language. The maximum possible score was the same in the two versions: total, 30; copy, 1 and calculation, 5. RESULTS: In the total test score ANOVA detected main effects for education and test, as well as an interaction between these factors: higher schooling individuals performed better than lower schooling ones in both test versions; scores in MMSE-mo were higher than in MMSE-ad in every schooling group. CONCLUSION: Higher schooling levels improve the perfomance in both test versions, the copy and calculation items contributing to this improvement. This might depend on cultural factors. The use of MMSE-mo in illiterate and low school individuals could prevent false positive and false negative cognitive evaluations.http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0004-282X2004000200003&tlng=enmini-mental state examinationcognitioneducationcognitive assessement |
| spellingShingle | Paulo Roberto de Brito-Marques José Eulálio Cabral-Filho The role of education in mini-mental state examination: a study in Northeast Brazil Arquivos de Neuro-Psiquiatria mini-mental state examination cognition education cognitive assessement |
| title | The role of education in mini-mental state examination: a study in Northeast Brazil |
| title_full | The role of education in mini-mental state examination: a study in Northeast Brazil |
| title_fullStr | The role of education in mini-mental state examination: a study in Northeast Brazil |
| title_full_unstemmed | The role of education in mini-mental state examination: a study in Northeast Brazil |
| title_short | The role of education in mini-mental state examination: a study in Northeast Brazil |
| title_sort | role of education in mini mental state examination a study in northeast brazil |
| topic | mini-mental state examination cognition education cognitive assessement |
| url | http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0004-282X2004000200003&tlng=en |
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