Dynamic testing includes procedures that examine the effects of brief training on test performance where pre‐ to post‐training change reflects patients’ learning potential. The objective of this systematic review was to provide clinicians and researchers insight into the concept and methodology of dynamic testing and to explore its predictive validity in adult patients with cognitive impairments. The following electronic databases were searched: PubMed, PsychINFO, and Embase/Medline. Of 1141 potentially relevant articles, 24 studies met the inclusion criteria. The mean methodological quality score was 4.6 of 8. Eleven different dynamic tests were used. The majority of studies used dynamic versions of the Wisconsin Card Sorting Test. The training mostly consisted of a combination of performance feedback, reinforcement, expanded instruction, or strategy training. Learning potential was quantified using numerical (post‐test score, difference score, gain score, regression residuals) and categorical (groups) indices. In five of six longitudinal studies, learning potential significantly predicted rehabilitation outcome. Three of four studies supported the added value of dynamic testing over conventional testing in predicting rehabilitation outcome. This review provides preliminary support that dynamic tests can provide a valuable addition to conventional tests to assess patients’ abilities. Although promising, there was a large variability in methods used for dynamic testing and, therefore, it remains unclear which dynamic testing methods are most appropriate for patients with cognitive impairments. More research is warranted to further evaluate and refine dynamic testing methodology and to further elucidate its predictive validity concerning rehabilitation outcomes relative to other cognitive and functional status indices.

中文翻译：

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认知障碍成人学习潜能的动态测试：方法和预测价值的系统评价。

动态测试包括检查简短培训对测试绩效的影响的程序，其中，培训前后的变化反映了患者的学习潜力。该系统评价的目的是为临床医生和研究人员提供有关动态测试的概念和方法的见解，并探讨其在成年认知障碍患者中的​​预测有效性。搜索了以下电子数据库：PubMed，PsychINFO和Embase / Medline。在1141篇可能相关的文章中，有24篇研究符合纳入标准。方法学的平均质量得分为4.6（共8）。使用了11种不同的动态测试。大多数研究使用的是威斯康星卡片分类测试的动态版本。培训主要包括绩效反馈，强化，扩展指导，或策略培训。使用数字（测试后分数，差异分数，增益分数，回归残差）和分类（组）指数对学习潜能进行量化。在六项纵向研究中的五项中，学习潜力显着预测了康复结果。四项研究中的三项支持动态测试在预测康复结果方面优于传统测试。这篇综述提供了初步的支持，即动态测试可以为常规测试提供有价值的补充，以评估患者的能力。尽管很有前景，但用于动态测试的方法差异很大，因此，尚不清楚哪种动态测试方法最适合认知障碍患者。