| Literature DB >> 30302097 |
Wioletta A Mędrzycka-Dąbrowska1, Katarzyna Czyż-Szybenbejl1, Katarzyna Kwiecień-Jaguś1, Katarzyna Lewandowska1.
Abstract
Cardiac arrest (CA) due to cardiovascular disease is the leading cause of death in developed countries. It is estimated that over 350,000 people in Europe suffer from out-of-hospital cardiac arrest. According to the literature, the longer the episode of cardiac arrest, the greater the risk of cognitive impairment, especially short-term memory, as well as immediate and delayed recall. Other common dysfunctions include attention deficits and executive function disorders. The aim of this systematic review was to summarize current research on cognitive impairment in patients after sudden cardiac arrest. The electronic databases PubMed/MEDLINE, OVID, Web of Science, and EBSCO were searched using the following key words: 'sudden cardiac arrest', 'out-of-hospital cardiac arrest', 'cognitive function', 'cognitive impairment', 'functional outcome', 'cardiopulmonary resuscitation'. The most recent studies from the last 7 years (2011-2018) were included. Cognitive disorders occurred in a broad range of cases: from 13% to even 100%. In one study, cognitive deficits did not occur at all. Amongst the reviewed articles only two studies were carried out on a large group of patients. The remaining studies were conducted on a small group of respondents; therefore there was no possibility to generalize the results to the entire population. The areas in which the most cognitive impairment occurred were memory, executive functions and visual-motor skills. One of the conclusions derived from the reviewed literature is the importance of continuous training of cognitive functions, especially for people with cardiovascular risk.Entities:
Keywords: cognitive impairment; in-hospital cardiac arrest; neuropsychological testing; out-of-hospital cardiac arrest; resuscitation; sudden cardiac arrest
Year: 2018 PMID: 30302097 PMCID: PMC6173101 DOI: 10.5114/aic.2018.78324
Source DB: PubMed Journal: Postepy Kardiol Interwencyjnej ISSN: 1734-9338 Impact factor: 1.426
Cognitive status after sudden cardiac arrest
| First author | Year of study | Design | Population | Baseline cognitive | Age (average) | Time of CPR/time to ROSC | Therapeutic hypothermia | Follow-up duration [months] | Cognitive outcome measures | Location of CA | Definition of cognitive impairment | Proportion of patients with cognitive impairment | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Lilja [ | 2017 | Follow-up study | Presumed cardiac origin | No | 287 | 63 (33°C) | Time to ROSC [min] | Yes (148/287) | Approx. 6 | RBMT | OHCA | < 22 points | 19 (13%) 33°C |
| Jaszke-Psonka [ | 2016 | Prosp. cohort | Coronary disease | No | 30 | 52.9 ±8.8 | No data | No data | 3 | BVMT | No data | 16 (53.3%) | |
| Raina [ | 2015 | Observational study | Non-traumatic cardiac arrest (VF/VT, PEA, asystole) | No | 29 | 60.8 ±16.3 | No data | Yes (13/29) | 1, 6, 12 | ALFI–MMSE | OHCA or IHCA | – | 0 |
| Buanes [ | 2015 | Cohort | Coronary disease | No | 30 | 62 | No exact data | Yes (7/30) | 42 | PAL | OHCA or IHCA | 8 (29%) | |
| Tiainen [ | 2015 | Randomized controlled trial | Acute myocardial infarction, arrhythmia | No | 41 | 59 | BLS: | Yes (all) | 6 | WAIS-R | OHCA | 21 (51%) | |
| Beesems [ | 2014 | Follow-up study | OHCA of unknown origin | No | 249 | 63 ±12.6 | No data | Yes (in all unconscious, except 3) | 6–13 | TICS | OHCA | 178/211 (84%) | |
| Orbo [ | 2014 | Prospective study | OHCA of cardiac origin | No | 45 | 60.4 | Time to ROSC: 17.6 (1–60) min | Yes (19 – 42.2%) | 3 | VLT | OHCA | 20 (44%) | |
| Polanowska [ | 2014 | Prospective study | Non-traumatic, normothermic cardiac arrest | No | 14 | 58.4 ±10.3 years | No data | No | 3, 6, 12 | TMTA and B | OHCA | 8 (57.2%) | |
| Alexander [ | 2011 | Prospective study | Ventricular fib. (86%; rest – unknown) | No | 30 | 56.5 | Time to ROSC under 15 min in 19 patients; no data on BLS/ACLS | No | 3 | RAVLT | OHCA | 0.001 < | In 10 (33%) mild impairment, in 20 (67%) severe impairment |
Tests in which dysfunction occurred.
For abbreviation and test description see Table II.
Not every patient enrolled in the study completed TICS.
Testing 3 ±1 days after the incident (only 21 patients cooperated to some extent and could be tested).
Cognitive assessment tools
| Test | Abbreviation | Characteristics |
|---|---|---|
| Rivermead Behavioral Memory Test | RBMT | Memory test composed of 12 different memory tasks (assessing aspects of visual and verbal memory, recall, recognition, immediate and delayed memory) [ |
| Frontal Assessment Battery | FAB | Developed to assess frontal lobe functions at bedside. Six tasks explore cognitive and behavioral domains that are thought to be under the control of the frontal lobes, most notably conceptualization and abstract reasoning, lexical verbal fluency and mental flexibility, motor programming and executive control of action, self-regulation and resistance to interference, inhibitory control, and environmental autonomy [ |
| Symbol Digit Modalities Test | SDMT | The subject is presented with a page headed by a key that pairs the single digits 1–9 with nine symbols. Rows below contain only symbols. The subject’s task is to write or orally report the correct number in the spaces below. After completing the first 10 items with guidance, the subject is timed to determine how many responses can be made in 90 s [ |
| Bender Visual-Motor Gestalt Test | BVMT | Assesses visual-motor functioning, developmental disorders, and neurological impairments. The test consists of nine index cards picturing different geometric designs. The cards are presented individually and test subjects are asked to redraw each one from memory before the next card is shown. Test results are scored based on the accuracy and organization of the reproductions [ |
| Benton Visual Retention Test | BVRT | Measures visual perception and visual memory. The individual examined is shown 10 designs, one at a time, and asked to reproduce each one as exactly as possible on plain paper from memory. The test is untimed, and the results are professionally scored by form, shape, pattern, and arrangement on the paper [ |
| Adult Lifestyles and Function Interview – Mini Mental State Examination | ALFI-MMSE | A telephone version of the MMSE as part of the Adult Lifestyles and Function Interview. The ALFI project was designed with a primary goal of estimating the incidence of cognitive impairment. Topics explored in the test include demographics, family history, health status, physical, auditory and visual functioning, memory problems, behavioral changes, depressive symptoms, and alcohol use [ |
| Telephone Interview for Cognitive Status | TICS | Telemedical tool used to assess patients who have suffered a stroke or other neurological conditions [ |
| Paired Associates Learning Test | PAL | Assesses visual memory and new learning. It consists of multiple trials in which the participant learns the location of one or more visual patterns on the screen [ |
| Delayed Matching to Sample | DMS | Assesses forced choice recognition memory for non-verbalisable patterns, testing both simultaneous matching and short-term visual memory. In this test there is a time delay between the presentation of the sample and the comparison stimuli. By varying the length of the delay we can gain insight into how long the subject can retain information in their working memory [ |
| Wechsler Adult Intelligence Scale | WAIS | The WAIS IQ test is one of the most popular psychological tools used to measure various capabilities in individuals. It evaluates vocabulary, arithmetic, visual-spatial or emotional capabilities [ |
| Wechsler Memory Scale | WMS | Designed to measure different memory functions in a patient. Assesses global cognitive functioning in patients with suspected memory deficits [ |
| National Adult Reading Test | NART | Test commonly used in clinical settings for estimating premorbid intelligence levels of English-speaking patients with dementia in neuropsychological research and practice. Involves pronunciation of irregular words [ |
| Rey’s Auditory Verbal Learning Test | RAVLT | It involves learning a list of unrelated words, which should be repeated after a short and a long period of time (approx. 30 min) [ |
| Brief Visuospatial Memory Test | BVMT | Measures visuospatial learning and memory abilities [ |
| Trail Making Test A and B | TMTA, TMTB | It assesses the ability to focus attention on visual and spatial material and the ability to switch attention between different stimuli, which is considered to be an executive function [ |
| Wisconsin Card Sorting Test | WCST | Assesses concept formation, abstract reasoning and the ability to shift cognitive strategies in response to changing environmental contingencies [ |
| Boston Naming Test | BNT | Used for the assessment of confrontation naming ability [ |
| Verbal Fluency Test | VFT | Test in which participants are given 60 seconds to produce as many unique words as possible from a category (semantic or phonemic) [ |
| Grooved Pegboard | GPB | Assesses upper extremity motor speed and visual–motor coordination. The participant is asked to match grooved pegs to the holes in a board. The test can be performed for only the dominant hand or both hands separately [ |
| Peabody Picture Vocabulary | PPV | Patients are asked to choose one of four pictures which best identifies a spoken word [ |
| Finger Tapping Test | FTT | Evaluates muscle control and motor ability in the upper extremities [ |
| Visual Discrimination Test | VDT | Assesses processing speed. It requires the patient to discriminate between two lines of markedly different lengths [ |
| Judgment of Line Orientation Test | JLO | Assesses visuospatial ability (the patient is asked to match the angle and orientation of lines in space) [ |
| Number Location Test | NLT | Assesses visuospatial abilities [ |
| Delis-Kaplan Executive Functioning System | D-K | Employs nine individual subtests designed to provide a comprehensive evaluation of psychomotor speed and executive functioning [ |
| Rey’s Complex Figure Test | RCFT | Evaluates visuospatial ability and visual memory. The subject is given a stimulus card and then asked to draw the same figure (first the subject has to copy it, then draw it from memory and subsequently after 30 minutes delay) [ |
| Digit Span Forward Test | DSFT | Assesses working memory (storage capacity). Subjects are asked to recall a sequence of numerical digits – with increasingly longer sequences in each trial [ |