Please use this identifier to cite or link to this item: https://scholarbank.nus.edu.sg/handle/10635/154098
Title: THE EFFECTIVENESS OF ONLINE MEMORY TRAINING INTERVENTION IN IMPROVING MEMORY FOR PEOPLE DIAGNOSED WITH EARLY-STAGE DEMENTIA: A SYSTEMATIC REVIEW AND META-ANALYSIS
Authors: SERENE PANG SHI HUI
Keywords: Early-stage dementia
Alzheimer
Online intervention
Memory
Issue Date: 25-May-2019
Citation: SERENE PANG SHI HUI (2019-05-25). THE EFFECTIVENESS OF ONLINE MEMORY TRAINING INTERVENTION IN IMPROVING MEMORY FOR PEOPLE DIAGNOSED WITH EARLY-STAGE DEMENTIA: A SYSTEMATIC REVIEW AND META-ANALYSIS. ScholarBank@NUS Repository.
Abstract: Background: Online memory training intervention is increasingly being implemented to improve memory as it has the potential advantage of not being restricted by time and manpower factors, and it provides immediate measurable feedback to the patient. Objectives: This systematic review and meta-analysis aimed to evaluate the effectiveness of online memory training intervention in improving memory of people diagnosed with early-stage dementia. The secondary outcomes comprise of cognitive, functional, and psychological outcomes, as well as quality of life (QoL). Methods: Comprehensive search was conducted in PubMed, Embase, The Cochrane Library, CINAHL, Scopus and Web of Science. Studies that involve any online memory training intervention for patients with early-stage dementia with an intention to increase memory were included in this review. Data was extracted and entered into Revman 5.3. Meta-analysis was conducted and heterogeneity was assessed. Results: 777 studies were retrieved from the six databases. 10 RCTs conducted in eight countries met the eligibility criteria and were included in this review. The quality of the evidence was low to moderate according to the GRADE framework. Meta-analysis revealed that online memory training intervention has a moderate effect size in improving memory outcomes (d=0.53). Online memory training interventions showed improvements in secondary outcomes of cognition, functional, psychological and QoL with small to medium effects (d=0.36, d=0.27, d=0.45, d=0.34). Conclusion: Online memory training intervention showed moderate effect in improving memory. However, moderate heterogeneity was found, and results need to be interpreted with slight caution. Implications: In clinical practice, online memory training intervention should be conducted on participants individually, and more can be explored in the application via virtual reality (VR).
URI: https://scholarbank.nus.edu.sg/handle/10635/154098
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