Therefore, it can be considered that the MoCA Basic version for the Ecuadorian population with <6 years of education continues to imply literacy competencies. Conclusions: The results confirm that both versions are reliable instruments and also show that in both versions the educational level of <6 years of education continues to have an impact on performance. Among educational levels, there are statistically significant differences in participants with <6 years of education. Educational level and age explained 33.8% of the total variance in MoCA Full and 31.8% in MoCA Basic. There was no relationship between the dimensions included in each version. The overall correlation between both tests was high (0.73). Consistency between 21/22 and norm-derived cutoffs were observed in 68.1, 54.9, and 57. Results: Internal consistency was satisfactory in both versions: MoCA full (0.79) and MoCA basic (0.76). the age and education corrected cutoff scores for total scores of the MoCA and MoCA 5-minute protocol 69.1 and 29 healthy controls and 48.1 and 20.9 patients with stroke scored above the 21/22 and 25/26 cutoff scores, respectively on the MoCA. Method: Participants ( N = 214) completed both versions of the MoCA, and screening measures to corroborate their health status. The aim of the study was to compare the psychometric characteristics of the MoCA, full versus basic, versions in older adults. There is a version of this instrument called MoCA “Basic” which was developed to reduce education bias. The Montreal Cognitive Assessment (MoCA) questionnaire is one of the most widely used dementia screening instruments internationally and with greater proven validity. Background: One of the most marked problems in the use of screening instruments for the diagnosis of dementia or cognitive impairment in the elderly is the influence of educational level on the results of psychometric tests.
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