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Manifestaciones Clínicas

Kevin Kipkoech1, Wambui Karanja1, Cynthia Isabel Smith1

  • 1Brain and Mind Institute, Aga Khan University, Nairobi, Nairobi, Kenya.

Alzheimer's & dementia : the journal of the Alzheimer's Association
|December 26, 2025
PubMed
Resumen
Este resumen es generado por máquina.

Las pruebas cognitivas digitales muestran ser prometedoras para la investigación de la enfermedad de Alzheimer en entornos con recursos limitados. Si bien son adaptables, los problemas técnicos y la carga cognitiva del cambio de idioma deben mejorarse antes de su uso generalizado.

Palabras clave:
Enfermedad de Alzheimerpruebas cognitivas digitalespruebas cognitivas en papelviabilidadusabilidadescalabilidadentornos con recursos limitadosKeniamultilingüismoneurocienciagerontologíainformática de la salud

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Área de la Ciencia:

  • Neurociencia
  • Gerontología
  • Informática de la salud

Sus antecedentes:

  • Las evaluaciones cognitivas digitales ofrecen soluciones escalables para la investigación de la enfermedad de Alzheimer y demencias relacionadas en entornos con recursos limitados.
  • Evaluar la usabilidad de las pruebas digitales frente a las tradicionales en papel es crucial para su adopción generalizada.
  • Este estudio evaluó las evaluaciones cognitivas digitales y en papel en adultos mayores sanos y multilingües en Kenia.

Objetivo del estudio:

  • Comparar la viabilidad de las evaluaciones cognitivas digitales (Tablet-based Cognitive Assessment Tool [TabCAT]) frente a las pruebas tradicionales en papel.
  • Evaluar métricas de usabilidad que incluyen tasas de error, cambio de idioma, tasas de finalización de tareas y curvas de aprendizaje.
  • Evaluar la idoneidad de herramientas digitales adaptadas cultural y lingüísticamente para la evaluación cognitiva en poblaciones diversas.

Principales métodos:

  • 135 adultos kenianos (edad media 55,2 años, 64,4 % mujeres) completaron pruebas cognitivas digitales y en papel en inglés y suajili.
  • La viabilidad se midió por los tipos de error, la frecuencia de cambio de idioma, las tasas de finalización de tareas y el análisis de la curva de aprendizaje.
  • Los participantes tenían niveles educativos variables (mediana de 11 años).

Principales resultados:

  • La tasa de error de las evaluaciones digitales fue del 12,9 % (10,6 % técnicas), mientras que las pruebas en papel tuvieron una tasa de error del 8,2 % (4,2 % relacionadas con el participante).
  • El cambio de idioma fue significativamente menor en las pruebas digitales (5-12 %) en comparación con las pruebas en papel (hasta 88 %).
  • Se observaron altas tasas de finalización para la mayoría de las tareas digitales (90-100 %), con curvas de aprendizaje positivas que indican la participación del usuario.

Conclusiones:

  • Las herramientas cognitivas digitales adaptadas culturalmente son viables, fáciles de usar y escalables para entornos con recursos limitados.
  • Es necesario abordar los desafíos técnicos y la carga cognitiva del cambio de idioma en las evaluaciones digitales para una implementación más amplia.
  • Las herramientas digitales muestran potencial para la evaluación cognitiva adaptable y escalable en poblaciones diversas.