Background
Comprehensive geriatric assessment (CGA) has been in use for the last three decades. However, some doubts remain regarding its clinical use. Therefore, we aimed to capture the breadth of outcomes reported and assess the strength of evidence of the use of comprehensive geriatric assessment (CGA) for health outcomes in older persons.
Methods
Umbrella review of systematic reviews of the use of CGA in older adults searching in Pubmed, Embase, Scopus, Cochrane library and CINHAL until 05 November 2021. All possible health outcomes were eligible. Two independent reviewers extracted key data. The grading of evidence was carried out using the GRADE for intervention studies, whilst data regarding systematic reviews were reported as narrative findings.
Results
Among 1,683 papers, 31 systematic reviews (19 with meta-analysis) were considered, including 279,744 subjects. Overall, 13/53 outcomes were statistically significant (P < 0.05). There was high certainty of evidence that CGA reduces nursing home admission (risk ratio [RR] = 0.86; 95% confidence interval [CI]: 0.75–0.89), risk of falls (RR = 0.51; 95%CI: 0.29–0.89), and pressure sores (RR = 0.46; 95%CI: 0.24–0.89) in hospital medical setting; decreases the risk of delirium (OR = 0.71; 95%CI: 0.54–0.92) in hip fracture; decreases the risk of physical frailty in community-dwelling older adults (RR = 0.77; 95%CI: 0.64–0.93). Systematic reviews without meta-analysis indicate that CGA improves clinical outcomes in oncology, haematology, and in emergency department.
Conclusions
CGA seems to be beneficial in the hospital medical setting for multiple health outcomes, with a high certainty of evidence. The evidence of benefits is less strong for the use of CGA in other settings.
Print) 1578-4126 (Online) Journal homepage: http://www.tandfonline.com/loi/riya20Evolución del rendimiento matemático temprano en una muestra de alumnos con discapacidad intelectual, mediante la prueba TEMA-2
Ma-Cristina Núñez & Isabel LozanoTo cite this article: Ma-Cristina Núñez & Isabel Lozano (2005) Evolución del rendimiento matemático temprano en una muestra de alumnos con discapacidad intelectual, mediante la prueba TEMA-2, Infancia y Aprendizaje, 28:1, 39-52, Este estudio presenta el análisis de la evolución del rendimiento en competencia aritmética básica en una muestra de sujetos con déficit intelectual (moderados y ligeros). Se evaluó a los alumnos (N=79) con la prueba TEMA-2 (Test of Early Mathematics Ability; Ginsburg y Baroody, 1990), en dos ocasiones, con un lapso de tiempo de 3 años. Los datos fueron analizados mediante ANOVA's (2x2x2) de medidas repetidas, en los que se confirmó un progreso significativo en casi todos los componentes de la prueba, independientemente del nivel cognitivo y la edad cronológica. También fue realizado un análisis del patrón de cambio manifestado por cada alumno no puntúa, baja, mantiene o sube en relación a su edad equivalente en matemáticas). Se comentan las características que comparten las tareas que presentan mayor y menor avance y la necesidad de profundizar en el conocimiento de las competencias académicas de los alumnos con necesidades educativas especiales. Palabras clave: Alumnos con déficit intelectual, pensamiento matemático, matemáticas formales e informales, enseñanza de las matemáticas, rendimiento aritmético.
AbstractThe study was designed to assess progress in basic arithmetic competence in a sample of mentally retarded children (moderate and mild). 79 students were given the TEMA-2 test (Test of Early Mathematics Ability; Ginsburg & Baroody, 1990) twice, with a three year time interval. The data were analysed using a 2x2x2 repeated measures ANOVAs on the seven components of TEMA-2. The results showed a significant progress on nearly all test components, independent of the students' cognitive level and chronological age. Each student's pattern of change was also analysed (e.g., no marks, poor, maintains or improves in relation to its age equivalent in mathematics). Characteristics shared by tasks with the least and most progress are discussed together with the need for detailed knowledge of the academic competence of students with special educational needs.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.