Targeted cognitive game training enhances cognitive performance in multiple sclerosis patients treated with interferon beta 1-a.
Shay Menascu, Roy Aloni, Mark Dolev and 7 others
PMID 34924009WHAT IT FOUND
Six months of twice-weekly cognitive game training improved executive function and processing speed in MS patients with mild impairment, while non-trained patients declined.
The training group showed better performance at 3 and 6 months compared to controls, though baseline differences in age and disease duration limit certainty.
Key findings
01At 6 months, the training group had significantly higher executive function scores than the non-training group.
02At 3 and 6 months, the training group had significantly higher information processing speed scores than the non-training group.
03A significantly higher percentage of patients in the training group improved or remained stable in both cognitive domains at 6 months compared to controls.
STILL TO COME
How it was doneWhat they foundWhat it means for OTs
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What it does not show
Randomization did not balance for age, disease duration, or treatment duration, resulting in the training group being younger and having shorter disease duration than the control group. This confounds the comparison, as younger patients may respond better to training. There was no sham or active control group; the comparison was against no additional intervention. This makes it difficult to distinguish the specific effects of the game content from the general effects of engagement or social contact. The study did not assess the longevity of the cognitive benefits after training ceased. Participants were all treated with interferon beta 1-a, so results may not generalize to patients on other disease-modifying therapies.
Declared interests
Not reported in the provided text.
The easy way to misread this
Do not attribute the entire benefit to the game content alone. The training group was significantly younger and had shorter disease duration than the control group at baseline, and there was no sham control. The observed differences may reflect these baseline imbalances or the general effect of engaging in structured activity rather than the specific cognitive exercises.