Examination of the impact of education on cognitive screening tests

Crombie, Mairi (2021) Examination of the impact of education on cognitive screening tests. D Clin Psy thesis, University of Glasgow.

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Background and objectives: The clock drawing test (CDT) is a widely used cognitive screening test. However, CDT performance is affected by education. This study examined an alternative: the Papadum test, designed for people with low levels of education/literacy. The association between education and test performance, correlation between CDT and Papadum test, and diagnostic accuracy of both CDT and Papadum tests were examined.

Method: 89 healthy literate adults and 59 literate adults with a diagnosis of dementia from hospitals in Kolkata, India undertook the CDT and the Papadum test.

Results: Education had a significant association with the CDT but not with the Papadum test. Across the whole sample there was a significant correlation between CDT and Papadum, but not within separate groups of healthy controls and patients. Diagnostic accuracy for the Papadum Test was similar to that for CDT.

Conclusions: Results highlight the strong influence that education has on CDT performance indicating that it is not suitable for those with low levels of literacy. The Papadum test could provide a viable alternative as a screening tool to the CDT for use with people who are illiterate or have low levels of education. Further validation studies are required.

Item Type: Thesis (D Clin Psy)
Qualification Level: Doctoral
Keywords: Cognitive screening , dementia, clock drawing, education, illiteracy.
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Colleges/Schools: College of Medical Veterinary and Life Sciences > School of Health & Wellbeing > Mental Health and Wellbeing
Supervisor's Name: Evans, Professor Jon
Date of Award: 2021
Depositing User: Miss Mairi Crombie
Unique ID: glathesis:2021-82193
Copyright: Copyright of this thesis is held by the author.
Date Deposited: 18 May 2021 11:28
Last Modified: 18 Nov 2022 12:22
Thesis DOI: 10.5525/gla.thesis.82193
URI: http://theses.gla.ac.uk/id/eprint/82193

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