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Does more education mean less disability in people with dementia? A large cross-sectional study in Taiwan
BACKGROUND: WHO Disability Assessment Schedule 2.0 (WHODAS 2.0) is a feasible tool for assessing functional disability and analysing the risk of institutionalisation among elderly patients with dementia. However, the data for the effect of education on disability status in patients with dementia is...
Autores principales: | , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BMJ Open
2017
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5566594/ https://www.ncbi.nlm.nih.gov/pubmed/28473510 http://dx.doi.org/10.1136/bmjopen-2016-013841 |
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author | Huang, Shih-Wei Chi, Wen-Chou Yen, Chia-Feng Chang, Kwang-Hwa Liao, Hua-Fang Escorpizo, Reuben Chang, Feng-Hang Liou, Tsan-Hon |
author_facet | Huang, Shih-Wei Chi, Wen-Chou Yen, Chia-Feng Chang, Kwang-Hwa Liao, Hua-Fang Escorpizo, Reuben Chang, Feng-Hang Liou, Tsan-Hon |
author_sort | Huang, Shih-Wei |
collection | PubMed |
description | BACKGROUND: WHO Disability Assessment Schedule 2.0 (WHODAS 2.0) is a feasible tool for assessing functional disability and analysing the risk of institutionalisation among elderly patients with dementia. However, the data for the effect of education on disability status in patients with dementia is lacking. The aim of this large-scale, population-based study was to analyse the effect of education on the disability status of elderly Taiwanese patients with dementia by using WHODAS 2.0. METHODS: From the Taiwan Data Bank of Persons with Disability, we enrolled 7698 disabled elderly (older than 65 years) patients diagnosed with dementia between July 2012 and January 2014. According to their education status, we categorised these patients with and without formal education (3849 patients each). We controlled for the demographic variables through propensity score matching. The standardised scores of these patients in the six domains of WHODAS 2.0 were evaluated by certified interviewers. Student’s t-test was used for comparing the WHODAS 2.0 scores of patients with dementia in the two aforementioned groups. Poisson regression was applied for analysing the association among all the investigated variables. RESULTS: Patients with formal education had low disability status in the domains of getting along and social participation than did patients without formal education. Poisson regression revealed that standardised scores in all domains of WHODAS 2.0—except self-care—were associated with education status. CONCLUSIONS: This study revealed lower disability status in the WHODAS 2.0 domains of getting along and social participation for patients with dementia with formal education compared with those without formal education. For patients with disability and dementia without formal education, community intervention of social participation should be implemented to maintain better social interaction ability. |
format | Online Article Text |
id | pubmed-5566594 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2017 |
publisher | BMJ Open |
record_format | MEDLINE/PubMed |
spelling | pubmed-55665942017-08-28 Does more education mean less disability in people with dementia? A large cross-sectional study in Taiwan Huang, Shih-Wei Chi, Wen-Chou Yen, Chia-Feng Chang, Kwang-Hwa Liao, Hua-Fang Escorpizo, Reuben Chang, Feng-Hang Liou, Tsan-Hon BMJ Open Public Health BACKGROUND: WHO Disability Assessment Schedule 2.0 (WHODAS 2.0) is a feasible tool for assessing functional disability and analysing the risk of institutionalisation among elderly patients with dementia. However, the data for the effect of education on disability status in patients with dementia is lacking. The aim of this large-scale, population-based study was to analyse the effect of education on the disability status of elderly Taiwanese patients with dementia by using WHODAS 2.0. METHODS: From the Taiwan Data Bank of Persons with Disability, we enrolled 7698 disabled elderly (older than 65 years) patients diagnosed with dementia between July 2012 and January 2014. According to their education status, we categorised these patients with and without formal education (3849 patients each). We controlled for the demographic variables through propensity score matching. The standardised scores of these patients in the six domains of WHODAS 2.0 were evaluated by certified interviewers. Student’s t-test was used for comparing the WHODAS 2.0 scores of patients with dementia in the two aforementioned groups. Poisson regression was applied for analysing the association among all the investigated variables. RESULTS: Patients with formal education had low disability status in the domains of getting along and social participation than did patients without formal education. Poisson regression revealed that standardised scores in all domains of WHODAS 2.0—except self-care—were associated with education status. CONCLUSIONS: This study revealed lower disability status in the WHODAS 2.0 domains of getting along and social participation for patients with dementia with formal education compared with those without formal education. For patients with disability and dementia without formal education, community intervention of social participation should be implemented to maintain better social interaction ability. BMJ Open 2017-05-04 /pmc/articles/PMC5566594/ /pubmed/28473510 http://dx.doi.org/10.1136/bmjopen-2016-013841 Text en © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted. This is an Open Access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/ |
spellingShingle | Public Health Huang, Shih-Wei Chi, Wen-Chou Yen, Chia-Feng Chang, Kwang-Hwa Liao, Hua-Fang Escorpizo, Reuben Chang, Feng-Hang Liou, Tsan-Hon Does more education mean less disability in people with dementia? A large cross-sectional study in Taiwan |
title | Does more education mean less disability in people with dementia? A large cross-sectional study in Taiwan |
title_full | Does more education mean less disability in people with dementia? A large cross-sectional study in Taiwan |
title_fullStr | Does more education mean less disability in people with dementia? A large cross-sectional study in Taiwan |
title_full_unstemmed | Does more education mean less disability in people with dementia? A large cross-sectional study in Taiwan |
title_short | Does more education mean less disability in people with dementia? A large cross-sectional study in Taiwan |
title_sort | does more education mean less disability in people with dementia? a large cross-sectional study in taiwan |
topic | Public Health |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5566594/ https://www.ncbi.nlm.nih.gov/pubmed/28473510 http://dx.doi.org/10.1136/bmjopen-2016-013841 |
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