Is the positive association between middle-income and rich household wealth and adult sub-Saharan African women’s overweight status modified by the level of education attainment? A cross-sectional study of 22 countries
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Abstract Background Previous studies show a positive association between household wealth and overweight in sub-Saharan African (SSA) countries; however, the manner in which this relationship differs in the presence of educational attainment has not been well-established. This study examined the multiplicative effect modification of educational attainment on the association between middle-income and rich household wealth and overweight status among adult females in 22 SSA countries. We hypothesized that household wealth was associated with a greater likelihood of being overweight among middle income and rich women with lower levels of educational attainment compared to those with higher levels of educational attainment. Methods Demographic and Health Survey (DHS) data from 2006 to 2016 for women aged 18–49 years in SSA countries were used for the study. Overweight was defined as a body mass index (BMI) ≥ 25 kg/m 2 . Household wealth index tertile was the exposure and educational attainment, the effect modifier. Potential confounders included age, ethnicity, place of residence, and parity. Descriptive analysis was conducted, and separate logistic regression models were fitted for each of the 22 SSA countries to compute measures of effect modification and 95% confidence intervals. Analysis of credibility (AnCred) methods were applied to assess the intrinsic credibility of the study findings and guide statistical inference. Results The prevalence of overweight ranged from 12.6% in Chad to 56.6% in Swaziland. Eighteen of the 22 SSA countries had measures of effect modification below one in at least one wealth tertile. This included eight of the 12 low-income countries and all 10 middle income countries. This implied that the odds of overweight were greater among middle-income and rich women with lower levels of educational attainment than those with higher educational attainment. On the basis of the AnCred analysis, it was found that the majority of the study findings across the region provided some support for the study hypothesis. Conclusions Women in higher wealth strata and with lower levels of educational attainment appear to be more vulnerable to overweight compared to those in the same wealth strata but with higher levels of educational attainment in most low- and middle- income SSA countries.Keywords:
Educational Attainment
Biostatistics
Cross-sectional study
Household income
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Objective To quantify the impact of household income, and physical and mental health in adolescence on education attainment, household income and health status in adulthood. Design Path analysis and regression models using waves 1–12 of the Household, Income and Labour Dynamics in Australia survey. Participants Individuals aged 17 or 18 in 2001, 52% were males (n=655) and 48% were female (52%). Of those participating in wave 1, five did not respond in wave 12. Main outcome measures Education attainment, household income, physical and mental health at age 29/30. Results For females, physical health at age 17/18 was significantly related to level of education attainment at age 29/30 (standardised total effect 0.290, p<0.001), with this influence being greater in magnitude than that of household income at age 17/18 on level of education attainment at age 29/30 (standardised total effect 0.159, p=0.022). Females' physical health at age 17/18 was also significantly related to household income at age 29/30 (standardised total effect 0.09, p=0.018). Both adjusted for initial household income at age 17/18. For males, the total standardised total effect of physical health at age 17/18 had a greater impact than household income at age 17/18 on education attainment at age 29/30 (0.347, p<0.001 for physical health and 0.276, p<0.001 for household income). The OR of achieving a year 12 or higher level of education attainment was 4.72 (95% CI 1.43 to 15.58, p=0.0110) for females with good physical health at age 17/18 and 5.05 (95% CI 1.78 to 14.36, p=0.0024) for males, compared with those with poor physical health at age 17/18. Conclusions As physical health in adolescence appears to have a stronger influence on education attainment in adulthood than household income, equity strategies for education attainment should also target those with poor health.
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MSc Student in Biostatistics, Department of Biostatistics, Faculty of Medicine, Tarbiat Modares University, Tehran, Iran. Professor in Biostatistics, Department of Biostatistics, Faculty of Medicine, Tarbiat Modares University, Tehran, Iran. Assistant Professor in Biostatistics, Faculty of Medicine, Ardabil University of Medical Science, Ardabil, Iran. ___________________________________________________________________________ Abstract
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The aim of this study was to assess the level of importance, adequacy and need of biostatistics and biostatistics education regarding health sciences in Turkey.Within the scope of the study a survey (questionnaire) was applied to a total of 237 academicians (academicians holding various titles employed by different departments) officiating at medical, veterinary medicine and health sciences faculties of six universities (Afyon Kocatepe, Gazi, Ankara, Hacettepe, Marmara ve Düzce) in Turkey. With this survey were taken views of academics on the status of the training they had received regarding biostatistics, their need for biostatistics education, the importance of biostatistics education and its level of adequacy, the source and adequacy of current information on biostatistics, the solutions to meet biostatistics needs and the statistical techniques which were required.According to the results, 27.8% of the participants have not received biostatistics education. It was determined that the importance of biostatistics education was emphasized as "very and exactly important" by 88.19% of the participants. 14.35% of the participants reported that biostatistics education was far from adequate for post graduate. They needed biostatistics knowledge mainly in the analysis of researches data (χ̄=4.01). On the other hand, they met biostatistics knowledge needs mostly by "help from friends".The study revealed that most of the academicians found biostatistics education important but claimed it had been inadequate. They emphasized the need for the organization of courses, seminars, etc. regarding biostatistics at sufficient intervals. As a consequence of that, this study reveals the importance of biostatistics and biostatistics education once again in the data analysis process in health sciences.
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Abstract A survey of medical schools in the United States and Canada was undertaken to learn the topics in biostatistics that are being taught to medical students and how the biostatistics instruction is organized. Results indicate that more schools are requiring course work in biostatistics than were doing so 10 years ago and that instruction is integrated within courses in epidemiology or public health/community medicine at half of the schools. Although some basic concepts are taught at 90% of the responding schools, there is wide variation in the topics being covered and in the number of hours devoted to the instruction. The results of the survey are followed by descriptions of the biostatistics curriculum at three medical schools.
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Introduction: Biostatistics is a discipline concerned with how we ought to make decisions when analysing biomedical data. As statistics is desirable at every stage of research to obtain scientifically important information and reliable results, the importance of biostatistics should definitely be informed to the researchers in health sciences. Aim: To evaluate the knowledge, attitude and perception of dental professionals towards biostatistics. Materials and Methods: A cross-sectional study was conducted to assess the knowledge, attitude and perception regarding biostatistics among 721 postgraduate students in dental institutions of Andhra Pradesh. All the participants were provided with a pre-structured questionnaire comprising 21 questions, and answering was completely self-paced. Results: Among the respondents, 86% were aware of the importance of biostatistics in research. Forty-five percent of the respondents attempted to perform statistical analysis on their own. Of all the students, 53% were unable to identify the commonly used parametric tests in clinical trials. Conclusion: Majority of the participants were aware of the importance of biostatistics, but only a few of them attempted to perform statistical analysis. Therefore, dental institutions should take initiatives in organising workshops and training programmes for learning and application of biostatistics, concomitantly encourage research activity to conduct valuable research and add up evidence to literature.
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Based on cross sectional data from a general population of 5,817 people aged 14 to 61, objective overweight is compared with perceived overweight, and information is provided on morbidity due to being overweight, and on what people are doing to try to lose weight. We found that 10 percent of this population are moderately overweight and 12 per cent are severely overweight (although 41 per cent perceive they are overweight). Being overweight is associated with poorer functional status (e.g., overweight is given as the main reason for functional limitations by 13 per cent of people with such limitations) and with considerable pain, worry, and restricted activity because of this condition (e.g., 88 per cent of people who believe they are overweight worry at least a little about it). Only about 7 per cent of those who perceive they are overweight are under a doctor's care to lose weight. If physicians wish to assume a larger role in caring for overweight people, the nature of their role must be carefully evaluated.
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Biostatistics classes can cause many medical students to feel frustrated and frantic. Why is biostatistics part of the body of knowledge that is deemed essential and fundamental for the medical student and eventual practitioner? This is a question that many perplexed (because of trying to comprehend biostatistics) medical students ask. To reiterate, not perceiving the practical role (not just the test-taking role) of biostatistics may didn’t better motivate medical students to learn–and avoid want to learn–the language, purpose and practicality of biostatistics.
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