Relationship between rate of administration of electroconvulsive shocks and rate of learning in rats: implications for the practice of ECT.
Number of electroconvulsive therapy (ECT) treatments administered and severity of psychopathology confound the interpretation of clinical studies that address the relationship between the rate of administration of ECT and cognitive morbidity occasioned by the treatment. A preclinical study was therefore conducted to address the issue. Three groups (n = 8/group) of adult male Sprague-Dawley rats received six electroconvulsive shocks (ECS) in daily ECS, 3 ECS/week, and 2 ECS/week schedules; a fourth group (control; n = 8) received only sham ECS. From days 2 to 7 after the conclusion of the ECS/sham ECS course, the rats were monitored for learning on the Hebb-Williams complex maze. The control, 2 ECS/week, and 3 ECS/week groups showed significant learning by days 3, 5, and 7, respectively, while the daily ECS group showed no significant learning during the assessment period. This indicates that even when the cumulative effect of ECS on learning is controlled for, more frequent ECS is associated with slower learning. Extrapolating to clinical settings, it is suggested that wider spacing of ECT may lessen ECT-induced cognitive morbidity.
Andrade
C
C
Department of Psychopharmacology, National Institute of Mental Health and Neurosciences, Bangalore, India.
Rao
N S
NS
Sekhar
R V
RV
Rani
M A
MA
Venkataraman
B V
BV
D000818:Animals; D004565:Electroconvulsive Therapy / Q000379:methods*; D008297:Male; D018782:Maze Learning; D011939:Mental Recall; D051381:Rats; D017207:Rats, Sprague-Dawley; D012153:Retention, Psychology