Evidence map›Paper›PMID 28869825›Full record

Trial reportJournal of behavior therapy and experimental psychiatry2018

Patient learning of treatment contents in cognitive therapy.

Nicole B Gumport, Lu Dong, Jason Y Lee, Allison G Harvey

Abstract readRandomized Controlled Trial
PubMed Full text at PMC Publisher
In one paragraph

Trial report in Journal of behavior therapy and experimental psychiatry, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.

0numbers the graph read from it
0cells of the map it votes in
7citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

7 citing papers in PubMed.

  1. Article
  2. Review
  3. Article
  4. Article
  5. Article
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Nicole B GumportDepartment of Psychology, University of California, Berkeley, USA.
Lu DongDepartment of Psychology, University of California, Berkeley, USA.
Jason Y LeeDepartment of Psychology, University of California, Berkeley, USA.
Allison G HarveyDepartment of Psychology, University of California, Berkeley, USA. Electronic address: aharvey@berkeley.edu.

Funding

Improving Depression Outcome by Enhancing Memory for Cognitive TherapyR01MH108657 · NIMH · UNIVERSITY OF CALIFORNIA BERKELEY · PI HARVEY, ALLISON G · 2016 to 2019
$3.0M
Improving Depression Outcome by Enhancing Memory for Cognitive TherapyR34MH094535 · NIMH · UNIVERSITY OF CALIFORNIA BERKELEY · PI HARVEY, ALLISON G · 2012 to 2014
$813k
NIMH NIH HHS R01 MH108657NIMH NIH HHS R34 MH094535
6 · The paper itself

Abstract

BACKGROUND AND

objectivesResearch has demonstrated that both memory and learning for treatment contents are poor, and that both are associated with worse treatment outcome. The Memory Support Intervention has been shown to improve memory for treatment, but it has not yet been established if this intervention can also improve learning of treatment contents. This study was designed to document the number of times participants exhibited each of the indices of learning, to examine the indices of learning and their relationship to recall of treatment points, and to investigate the association between the indices of learning and depression outcome.

methodsAdults diagnosed with major depressive disorder (N = 48) were randomly assigned to 14 sessions of cognitive therapy-as-usual (CT-as-usual) or cognitive therapy plus the Memory Support Intervention (CT + Memory Support). Measures of learning, memory, and depressive symptomatology were taken at mid-treatment, post-treatment, and at 6-month follow-up.

resultsRelative to the CT-as-usual group, participants in the CT + Memory Support group reported more accurate thoughts and applications of treatment points at mid-treatment, post-treatment, and 6-month follow-up. Patient recall was significantly correlated with application and cognitive generalization. Thoughts and application at mid-treatment were associated with increased odds of treatment response at post-treatment. LIMITATIONS: The learning measure for this study has not yet been psychometrically validated. The results are based on a small sample.

conclusionsLearning during treatment is poor, but modifiable via the Memory Support Intervention. These results provide encouraging data that improving learning of treatment contents can reduce symptoms during and following treatment.

Indexed as

Outcome and Process Assessment, Health CareAdultCognitive Behavioral TherapyCognitive RemediationFemaleHumansLearningMajor Depressive DisorderMaleMiddle AgedCognitive therapyDepressionlearningMemory

Identifiers

PMID28869825
PMCPMC5683909

What OpenQuestion holds

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.