The purpose of the current systematic review and meta-analysis was to assess the effect of videoconference administration on adult neurocognitive tests. We investigated whether the scores acquired during a videoconference administration were different from those acquired during on-site administration. Relevant counterbalanced crossover studies were identified according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Twelve studies met criteria for analysis. Included samples consisted of healthy adults as well as those with psychiatric or neurocognitive disorders, with mean ages ranging from 34 to 88 years. Heterogenous data precluded the interpretation of a summary effect for videoconference administration. Studies including particpants with a mean age of 65–75, as well as studies that utilized a high speed network connection, indicated consistent performance across videoconference and on-site conditions, however studies with older participants and slower connections were more variable. Subgroup analyses indicated that videoconference scores for untimed tasks and those allowing for repetition fell 1/10th of a standard deviation below on-site scores. Test specific analyses indicated that verbally-mediated tasks including digit span, verbal fluency, and list learning were not affected by videoconference administration. Scores for the Boston Naming Test fell 1/10th of a standard deviation below on-site scores. Heterogenous data precluded meaningful interpretation of tasks with a motor component. The administration of verbally-mediated tasks by qualified professionals using existing norms was supported, and the use of visually-dependent tasks may also be considered. Variability in previous studies indicates a need for further investigation of motor-dependent tasks. We recommend the development of clinical best practices for conducting neuropsychological assessments via videoconference, and advocate for reimbursement structures that allow consumers to benefit from the increased access, convenience, and cost-savings that remote assessment provides.

中文翻译：

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通过电视会议进行神经心理学考试管理：系统评价和荟萃分析。

当前系统评价和荟萃分析的目的是评估电视会议管理对成人神经认知测验的影响。我们调查了在视频会议管理过程中获得的分数是否与现场管理过程中获得的分数不同。根据系统评价和荟萃分析的首选报告项目（PRISMA）指南，确定了相关的平衡交叉研究。十二项研究符合分析标准。包括的样本包括健康成年人以及患有精神病或神经认知障碍的成年人，平均年龄在34至88岁之间。异类数据排除了对视频会议管理的摘要效果的解释。研究包括平均年龄为65-75岁的参与者，以及使用高速网络连接的研究表明，在视频会议和现场条件下性能始终如一，但是，参与者年龄较大且连接速度较慢的研究更具可变性。亚组分析表明，非定时任务和允许重复执行的视频会议得分低于现场得分的标准差的1/10。特定于测试的分析表明，言语介导的任务（包括数字跨度，口语流利度和列表学习）不受视频会议管理的影响。波士顿命名测验的分数比现场分数低了标准差的1/10。异类数据排除了对运动组件进行有意义的任务解释的可能性。支持合格的专业人员使用现有规范对口头介导的任务进行管理，并且还可以考虑使用与视觉有关的任务。先前研究的可变性表明需要进一步研究与运动有关的任务。我们建议开发通过电视会议进行神经心理学评估的临床最佳实践，并倡导报销结构，使消费者能够受益于远程评估提供的更多访问，便利和节省成本。