Predictors of learning the memory support system in individuals with amnestic mild cognitive impairment

OBJECTIVE: The Memory Support System (MSS) is a memory compensation tool that utilizes a calendar/notebook. Although baseline global cognition, declarative memory, and personality have been shown to predict MSS learning, the learning efficiency across amnestic mild cognitive impairment (aMCI) subtypes remains unclear. To address this gap, this study compared MSS learning in participants with single-domain aMCI (SD-aMCI) versus multi-domain aMCI (MD-aMCI). METHODS: Five hundred and thirty-six participants with aMCI (SD-aMCI = 268; MD-aMCI = 268) participated in 10-day MSS training during the Healthy Action to Benefit Independence in Thinking ® (HABIT) program. Ordinal logistic regression tested for differences in MSS learning between SD-aMCI and MD-aMCI, with age, gender, education, depression, and baseline global cognition as covariates. RESULTS: Younger age, male gender, fewer years of education, and better baseline global cognition were associated with higher MSS learning efficiency. Participants with SD-aMCI had significantly higher odds of achieving higher MSS final learning score at training end, after controlling for age, gender, education, depression, and baseline global cognition. CONCLUSION: While age, gender, education, and global cognition are important in MSS learning, having cognitive deficits in domains beyond memory further reduces the ability to learn the MSS. Clinicians may need to tailor training sessions according to participants' cognitive profiles to facilitate learning outcomes.