Impact of Educational Level on Versions (Basic and Complete) of the Montreal Cognitive Assessment

Abstract

<b><i>Background:</i></b> One of the most marked problems in the use of screening instruments for the diagnosis of dementia or cognitive impairment in the elderly is the influence of educational level on the results of psychometric tests. The Montreal Cognitive Assessment (MoCA) questionnaire is one of the most widely used dementia screening instruments internationally and with greater proven validity. There is a version of this instrument called MoCA “Basic” which was developed to reduce education bias. The aim of the study was to compare the psychometric characteristics of the MoCA, full versus basic, versions in older adults. <b><i>Method:</i></b> Participants (<i>N</i> = 214) completed both versions of the MoCA, and screening measures to corroborate their health status. <b><i>Results:</i></b> Internal consistency was satisfactory in both versions: MoCA full (0.79) and MoCA basic (0.76). The overall correlation between both tests was high (0.73). There was no relationship between the dimensions included in each version. Educational level and age explained 33.8% of the total variance in MoCA Full and 31.8% in MoCA Basic. Among educational levels, there are statistically significant differences in participants with &#x3c;6 years of education. <b><i>Conclusions:</i></b> The results confirm that both versions are reliable instruments and also show that in both versions the educational level of &#x3c;6 years of education continues to have an impact on performance. Therefore, it can be considered that the MoCA Basic version for the Ecuadorian population with &#x3c;6 years of education continues to imply literacy competencies.