Evidence map›Paper›PMID 37196022›Full record

SynthesisPloS one2023

Digital tools for delivery of dementia education for caregivers of persons with dementia: A systematic review and meta-analysis of impact on caregiver distress and depressive symptoms.

Andrea Scerbe, Megan E O'Connell, Arlene Astell, Debra Morgan, Julie Kosteniuk, Ivan Panyavin, Andrea DesRoches, Claire Webster

Open access · goldAbstract readMeta-AnalysisSystematic Review
In one paragraph

Synthesis in PloS one, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 32 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
32citing papers in PubMed, 1 pooled it
8.2field-weighted citation impact, top 2% of its field
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

32 citing papers in PubMed, 1 synthesis or guideline pooled it, 37 citations in OpenAlex.

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  19. Dementia knowledge and caregiver burden among carers of older adults in rural eastern Uganda.Alzheimer's & dementia : the journal of the Alzheimer's Association · 2025
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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

8 authors at 3 institutions in 1 country.

Andrea ScerbeDepartment of Psychology, University of Saskatchewan, Saskatoon, Saskatchewan, Canada.
Megan E O'ConnellDepartment of Psychology, University of Saskatchewan, Saskatoon, Saskatchewan, Canada.ORCID 0000-0001-6159-4322
Arlene AstellDepartment of Psychiatry, University of Toronto, Toronto, Ontario, Canada.ORCID 0000-0002-6822-9472
Debra MorganCollege of Medicine, University of Saskatchewan, Saskatoon, Saskatchewan, Canada.ORCID 0000-0002-6344-6822
Julie KosteniukCollege of Medicine, University of Saskatchewan, Saskatoon, Saskatchewan, Canada.ORCID 0000-0003-0232-7894
Ivan PanyavinDepartment of Psychology, University of Saskatchewan, Saskatoon, Saskatchewan, Canada.
Andrea DesRochesDepartment of Psychology, University of Saskatchewan, Saskatoon, Saskatchewan, Canada.ORCID 0000-0003-1067-8731
Claire WebsterCertified Alzheimer Care Consultant, Caregiver Crosswalk Inc., Montréal, Quebec, Canada.
University of Saskatchewan · CAMcGill University · CAUniversity of Toronto · CA

Funding

CIHR
6 · The paper itself

Abstract

Continuing education for dementia has been shown to be beneficial by improving informal caregiver knowledge, dementia care, management, and caregiver physical and mental health. Technology-based dementia education has been noted to have equivalent effects as in-person education, but with the added benefit of asynchronous and/or remote delivery, which increases accessibility. Using Cochrane review methodology, this study systematically reviewed the literature on technology-based dementia education and its impacts on caregivers. Technology-based delivery included dementia education delivered via the Internet, telephone, telehealth, videophone, computer, or digital video device (DVD). In the review, twenty-eight studies were identified with fourteen included in a meta-analysis, and these data revealed a significant small effect of technologically based dementia education on reducing caregiver depression, and a medium effect on reducing caregiver distress in response to caregivers' observations of behavioral problems displayed by persons with dementia. No evidence was found for a significant effect of the educational intervention on caregiver burden or self-efficacy, which are known to be gendered aspects of caregiving. None of the studies included in the meta-analysis reported separate outcomes for male and female care providers, which has implications for gendered caregiving norms and aspects of care. Registration number: PROSPERO 2018 CRD42018092599.

Indexed as

CaregiversDementiaCaregiver BurdenDepressionFemaleHumansMaleMental HealthQuality of Life

Identifiers

PMID37196022
PMCPMC10191337
OpenAlexW4376868270

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

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.