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首页> 外文期刊>Gerontology and Geriatric Medicine >How Does Participation in Formal Education or Learning for Older People Affect Wellbeing and Cognition? A Systematic Literature Review and Meta-Analysis
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How Does Participation in Formal Education or Learning for Older People Affect Wellbeing and Cognition? A Systematic Literature Review and Meta-Analysis

机译：参与年龄的正规教育或学习如何影响健康和认知？ 系统文献综述和荟萃分析

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Objective: To determine the effect of later-life formal education or learning on quality of life (QOL), wellbeing, mood, and cognition. Methods: A systematic literature review of interventional clinical trials and observational studies was conducted for adults aged ≥55?years who had undertaken formal education or learning programs. Outcome measures included physical activity, happiness, affective and behavioral symptoms, cognitive function, and QOL. Bias was assessed using funnel plots, Egger’s test, and leave1out analysis. Results: From 32 studies identified, we showed qualitative increases in cognitive function, life satisfaction, and self-confidence associated with learning. A meta-analysis revealed a significant pooled mean difference in MMSE scores (0.40, 95% confidence intervals?=?[0.12, 0.67]). Although there was a low risk of publication bias there was a high risk of sampling bias. Conclusion: Participation in formal education or learning contributed to increased wellbeing, QOL, healthy cognitive function, self-dependency, and a sense of belonging in older adults.
机译：目的：确定后续生活正规教育或学习对生活质量（QOL），福祉，情绪和认知的影响。方法：对≥55岁的成年人进行介入临床试验和观察研究的系统文献综述，达到了正规教育或学习计划的成年人。结果措施包括身体活动，幸福，情感和行为症状，认知功能和QOL。使用漏斗图，EGGER的测试和保留分析评估偏差。结果：确定了32项研究，我们表现出认知功能，生活满意度和与学习相关的自信的定性增加。元分析显示MMSE评分的显着汇总平均差异（0.40,95％置信区间？=？[0.12,0.67]）。虽然出版物偏见的风险很低，但有很高的采样偏差风险。结论：参加正规教育或学习促进了福祉，QOL，健康认知功能，自我依赖性以及老年人归属感。

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