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Limited formal education is strongly associated with lower cognitive status, functional disability and frailty status in older adults / Associação entre baixa escolaridade, desempenho cognitivo reduzido, incapacidade funcional e fragilidade em idosos
Brigola, Allan Gustavo; Alexandre, Tiago da Silva; Inouye, Keika; Yassuda, Monica Sanches; Pavarini, Sofia Cristina Iost; Mioshi, Eneida.
  • Brigola, Allan Gustavo; Federal University of São Carlos. Nursing Post Graduate Program. BR
  • Alexandre, Tiago da Silva; Federal University of São Carlos. Department of Gerontology. BR
  • Inouye, Keika; Federal University of São Carlos. Department of Gerontology. BR
  • Yassuda, Monica Sanches; University of São Paulo. School of Arts, Sciences and Humanities. BR
  • Pavarini, Sofia Cristina Iost; Federal University of São Carlos. Nursing Post Graduate Program. BR
  • Mioshi, Eneida; University of East Anglia. School of Health Sciences. Norwich. GB
Dement. neuropsychol ; 13(2): 216-224, Apr.-June 2019. tab
Article in English | LILACS | ID: biblio-1011965
ABSTRACT
ABSTRACT. Limited formal education is still common in ageing populations. Although limited formal education seems to be independently and negatively associated with cognition, functional abilities and frailty in ageing, no studies have examined whether the gradient of limited formal education has an impact on health in later life.

Objective:

to examine the relationship of limited formal education with cognitive status, functional abilities, and frailty status.

Methods:

a cross-sectional study was conducted involving 540 older adults stratified into groups no formal education, 12-24 months of education, and 25-48 months of education. Cognitive screening (MMSE), functional abilities (Lawton Index), and frailty (CHS criteria) were measured. Regression analyses were performed.

Results:

27% had no formal education, 21% had 12-24 months of formal education, and 55% had 25-48 months of formal education. Limited formal education has a clear gradient of negative impact No formal education was associated with scoring below MMSE cut-off scores (OR = 7.9), being totally/partially dependent for IADLs (OR = 2.5) and frail (OR = 2.0). Having 12-24 months of education was associated with scoring below MMSE cut-off scores (OR = 5.2) and with being frail (OR = 2.0). The No formal education group was 10.1 times more likely to have worse cognitive scores, worse functional abilities and frailty/pre-frailty status concomitantly (CCoFF), while older adults who had 12-24 months of education had a 4.6 times greater chance of having CCoFF.

Conclusion:

limited education had a gradient association with cognitive performance, functional disability and frailty. These findings clearly emphasize the importance of prevention through education from childhood to older age.
RESUMO
RESUMO. A baixa escolaridade ainda é comum na população idosa. Embora a limitação na educação formal pareça estar independentemente e negativamente associada à cognição, habilidades funcionais e fragilidade no envelhecimento, nenhum estudo examinou a associação entre baixa escolaridade e um impacto futuro na saúde.

Objetivo:

esse estudo examinou a relação entre baixa escolaridade e o status cognitivo, habilidades funcionais e fragilidade.

Métodos:

estudo transversal com 540 idosos divididos em grupos sem educação formal, 12-24 meses de escolaridade e 25-48 meses de escolaridade. Informações da triagem cognitiva (MEEM), habilidades funcionais (Índice de Lawton); a fragilidade (critérios do CHS) foram coletadas. Análises de regressão foram realizadas.

Resultados:

27% não tinham educação formal, 21% tinham entre 12-24 meses de educação formal e 55% tinham entre 25-48 meses de educação formal. Baixa escolaridade apresentou um impacto negativo e gradiente nenhuma educação formal foi associada à pontuação abaixo do escore do MEEM (OR = 7,9), à dependência total/parcialmente em AIVD (OR = 2,5) e fragilidade (OR = 2,0). Ter 12-24 meses de escolaridade foi associado à pontuação abaixo do escore do MEEM (OR = 5,2) e a ser frágil (OR = 2,0). O grupo sem educação formal foi 10,1 vezes mais provável de apresentar piores escores cognitivos, pior capacidade funcional e fragilidade/pré-fragilidade concomitante (CCoFF), enquanto adultos idosos que tinham entre 12-24 meses de escolaridade tiveram 4,6 vezes maior chance de apresentar CCoFF.

Conclusão:

a baixa escolaridade apresentou associação com desempenho cognitivo, limitações funcionais e fragilidade. Os achados enfatizam claramente a importância da prevenção através da educação desde a infância à velhice.
Subject(s)


Full text: Available Index: LILACS (Americas) Main subject: Activities of Daily Living / Cognition / Education / Frailty Type of study: Observational study / Prevalence study / Risk factors Limits: Humans Language: English Journal: Dement. neuropsychol Journal subject: NEUROCIENCIAS / Neurology / Psychology / Psychiatry Year: 2019 Type: Article / Project document Affiliation country: Brazil / United kingdom Institution/Affiliation country: Federal University of São Carlos/BR / University of East Anglia/GB / University of São Paulo/BR

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Full text: Available Index: LILACS (Americas) Main subject: Activities of Daily Living / Cognition / Education / Frailty Type of study: Observational study / Prevalence study / Risk factors Limits: Humans Language: English Journal: Dement. neuropsychol Journal subject: NEUROCIENCIAS / Neurology / Psychology / Psychiatry Year: 2019 Type: Article / Project document Affiliation country: Brazil / United kingdom Institution/Affiliation country: Federal University of São Carlos/BR / University of East Anglia/GB / University of São Paulo/BR