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Background Changes in cognitive function exist before the onset of clinical Parkinson's disease. However, studies on association between cognitive function and prodromal Parkinson's disease (pPD) are limited. Objective To estimate probability of pPD and assess its association with global and domain cognitive function in Chinese elders. Methods Data were drawn from the Community-based Cohort Study on Nervous System Disease 2018 (baseline) and 2020 (follow-up). We selected 3911 residents aged 55 and above who participated the two waves, without Alzheimer's disease and Parkinson's disease, and with completed information on demographics, disease history, cognitive function test, and risk factors of Parkinson's disease. Cognitive function was assessed using the Chinese version of Montreal Cognitive Assessment Scale. Calculation of probability of pPD and assessment of possible (probability between 30% and <80%) or probable (probability ≥80%) pPD were performed according to the criteria published by the International Parkinson and Movement Disorder Society. Multiple linear regression model was employed to analyze the association between baseline cognitive function and follow-up probability of pPD. Results The medians of scores of baseline global cognitive function and cognitive domains in terms of memory, execution, visuospatial function, language, attention, and orientation were 23, 12, 9, 6, 5, 14, and 6, respectively. The median of follow-up probability of pPD was 0.87%, and the proportion of participants with possible or probable pPD was 0.4%. The differences in the distribution of follow-up probability of pPD were significant in groups by baseline global cognitive score quartiles (χ2=21.68, P<0.001). A higher baseline global cognitive score was considerably related to a lower follow-up probability of pPD, b(95%CI)=0.994(0.988~0.999), P=0.040. After adjusting for selected confounders, the results of multiple linear regression analyses showed that the probability of pPD in the highest quartile group was decreased by 10.7% (b=0.893, 95%CI: 0.794-0.992, P=0.034) relative to the lowest quartile group, and the trend was significant (trend P=0.031). Higher baseline index scores of execution, attention, and orientation were highly related to a lower follow-up probability of pPD (all P<0.05). Conclusion Declines in global cognitive function and cognitive domains of execution, attention, and orientation may associate with a higher probability of pPD in middle-aged and elderly population, which suggests the significance of cognitive intervention in early stage for pPD prevention.
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OBJECTIVE: To assess the undergraduate medical student's preference among different formats of written assessment. MATERIAL AND METHOD: Cross sectional study was conducted on Phase I and phase II undergraduate medical students with prior information and consent. Lecture was delivered on a topic for both phases followed by a test with same question in different formats and a questionnaire on student's feedback on these formats. RESULTS: Majority of students of both phases preferred Multiple choice questions over other three formats as it was easier to answer, time saving, enjoyable, can fetch more marks and free of evaluator bias. Other formats also had their advantages and drawbacks. CONCLUSION:Assessment of any format of written assessments can usually assess any level of cognitive domain with properly framed questions and model answers although students may prefer a particular one
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Background: The purpose of this study is to determine the effects of the Teaching Games for Understanding (TGfU), Sport Education Model (SEM), and Hybrid Teaching Games for Understanding Sport Education Model (HTGfU–SEM) on the cognitive performance among Form 1 students on volleyball gameplay. Student’s cognitive focusing on the tactical decision-making aspect of opening and closing space and selection of skills used in the game. Methodology: The study is using the quasi-experimental method involving a sample of 96 Form 1 students. The control group is TGfU while the treatment groups are SEM and HTGfU-SEM. The research instrument was adapted from the Game Performance Assessment Instrument (GPAI) with the validity value (r =.81). These modified instruments were used to assess the cognitive aspects of badminton gameplay. The Mean, SD, ANOVA, ANCOVA, MANOVA and posthoc test were used to analyze the cognitive data. Results: As for the overall tactical decision making via a multivariate test in volleyball gameplay indicated significant effect through SEM. Especially for closing space in volleyball 3 vs. 3 gameplay through SEM, F (2, 93) = 10.054, p <0.05, η2 = .178. Conclusion: The findings of this study provide a strong justification for implementing SEM in teaching and facilitating physical education games since it may enhance student’s cognitive ability especially in tactical decision-making in opening and closing space and selection of skills. Advancement in cognitive ability may enhance student’s capacity to mastery of in-game skills.
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Background: Assessment is the backbone of curriculum development and an important component of medical education. Written exams are frequently used in medical education and question papers are important instruments of assessment of medical education. The present study is summative question paper based analysis study where the content validity, level of cognition, cognitive domains, marks distribution and time weightage in theory question papers were analyzed.Methods: Retrospective analysis of II MBBS pharmacology question papers (n=18) of RGUHS, Bengaluru from the year 2010 to 2018 was done. The data was analyzed according to modified Blooms levels of taxonomy, cognitive domains, areas of importance and weightage given to different topics in Paper 1 and 2 in comparison to university syllabus and with regard to time allotted in university syllabus.Results: Analysis of question papers revealed that topics like GIT, respiratory system, uterine drugs, antiseptics and disinfectants, immunosuppressant were consistently underrepresented in question papers. Also, majority of questions (68.06%) did not have any verbs associated with Blooms level of taxonomy and hence did not meet criteria of standard question paper. Comparison of time allocation to weightage of topics in syllabus revealed no significant variations in percentage distribution.Conclusions: Assessment in medical education should not be used merely for classification, grading and certification rather it should become an instrument for promoting growth of knowledge. For this the university should frame standard blueprint for question paper setters and the question paper setters should follow those guidelines strictly and ensure that weightage given for different topics is maintained.
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Background: Literature has substantially advanced our understanding of the action of vitamin D in depression, much is still unknown concerning how vitamin D relates to dimensions of depression. Hence, authors aimed to examine the relationship of vitamin D in patients of depression, its correlation with the severity of depression and different symptom domains of depression.Methods: This Hospital based case control study included 75 patients with depression and 50 controls who were age and gender matched. Beck’s Depression Inventory II was used to assess the severity and symptom domains of depression. Vitamin D levels was assessed using Enhanced Chemiluminescence Technique.Results: Vitamin D deficiency was found significantly (<0.001*) among cases than controls. Significant (0.003*) inverse correlation was observed between severity of depression and vitamin D level.In cognitive symptoms, pessimism, punishment feeling, self-criticism, suicidal thoughts and worthlessness were found significantly higher among vitamin D deficient patients. However, in somatic-affective symptoms, crying, indecisiveness, loss of energy, irritability, concentration difficulty and being tired were the significant by prominent symptoms in vitamin D deficient patients.Conclusions: Vitamin D (<50 nmol/L) was found to be significantly associated with depressive symptoms with cognitive and somatic-affective symptoms being affected by vitamin D deficiency.
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Background & objectives: There is a paucity of literature on the cognitive profiles of vascular dementia (VaD) in India. The current study was undertaken to investigate the pattern of cognitive deficits in patients with VaD. Methods: Fifty patients fulfilling the Diagnostic and Statistical Manual of Mental Disorders-IV criteria of dementia and National Institute of Neurological Disorders and Stroke - Association Internationale pour la Recherche et l'Enseignement en Neurosciences criteria for VaD were assessed using Mini Mental State Examination, Kolkata Cognitive Screening Battery and other relevant tests including magnetic resonance imaging of brain. Results: Twenty patients had small vessel dementia, whereas the least common was haemorrhagic dementia in four patients. In patients with small vessel dementia, apart from memory, all patients had problem in attention and executive function, whereas 12 patients had visuoconstructional deficit and eight patients had language problem. In a total of 12 patients with large vessel dementia, apart from memory, executive dysfunction and visuoconstructional deficit were noted in 10 patients, whereas attention deficit was noted in eight patients. Attention was found to be more involved in small-vessel dementia than large-vessel dementia though all had memory impairment (P<0.01). Interpretation & conclusions: Small vessel dementia was the commonest subtype of VaD in our study. Memory, attention and executive functions were predominantly affected in patients with VaD. Attention was significantly more involved in small vessel dementia than large vessel dementia. Further studies with large sample size need to be done in different regions of the country.
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Background: Lecture is a widely accepted method of teaching & learning. It provides more of surface learning and covers larger text in specified time. However it has a disadvantage that there is no assessment about the extent of knowledge learner receives. Hence, we designed a daily questionnaire based evaluation technique. Methods: Without disclosing the topic, second year MBBS students (mean n=23) after learning from lecture series in Pharmacology, participated voluntarily to a questionnaire based task on eight therapeutic lecture topics. They wrote answers separately in 5-10 minutes before, and after delivery of text without referring to notes i. e. pre-test & post-test. Papers were valued on score basis, data recorded, interpreted and analyzed. Results: Mean acceptability (81.4%), mean improvement (94%), mean collective maximum score (96%), mean individual maximum score (92%) were observed. 85-100% participants out of total 184 in eight therapeutic lecture topics passed in post-test (None passing in Pre-test) reflected good improvement in cognitive structure. Conclusion: Performance in such tests provides feedback on teaching effectiveness, specificity & adequacy of knowledge gained by learners.