Effects of a dual-task intervention program in institutionalized older adults: a pilot randomized controlled trial
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Bibliographic record
Abstract
Objective: to compare the effects of single-task (ST) and dual-task (DT) training on physical and cognitive function in institutionalized older adults. Methods: Participants included in this pilot study were assigned randomly into two groups, ST (multicomponent physical exercise, MPE) and DT training (MPE + cognitive tasks). Both groups performed the exercise three times per week for 1 month. Short Physical Performance Battery (SPPB), isometric handgrip strength (IHS), Barthel Index and Montreal Cognitive Assessment (MoCA) were used to assess physical and cognitive performance, respectively. Participants were evaluated at the beginning (V1), at the end of the exercise (V2), as well as one month later (V3). Paired Student’s t-test and lineal regression models were used to explore the effect of the exercise interventions. Results: 24 (58.3% men, mean age 67.33±3.36) institutionalized older adults were included. Adherence in both groups was 100%. After the training period, both groups significantly improved SPPB and IHS, while MoCA only increased in the DT group. At V3, both groups presented significantly higher MoCA scores, although only DT increased IHS scores. Significant differences between groups were observed in ∆V1-V2 SPPB (p-value <0.001) and ∆V1-V3 IHS (p-value <0.05). Once cognitive function was considered, only ∆V1-V2 SPPB [β (95%CI): 1.63 (0.78, 2.47), p-value 0.001] and ∆V1-V2 IHS [β (95%CI): 0.97 (0.10, 1.84), p-value 0.031] were significantly different between groups. Conclusions: Dual-task exercise may produce greater effect on physical, but not cognitive function, in comparison with single-task exercise in institutionalized older adults. Larger randomized-controlled trials are needed to confirm our findings.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it