Impact Of Educational Background Research Articles

Impact of educational background on preoperative disease severity and postoperative outcomes among patients with lumbar spondylolisthesis: a Quality Outcomes Database study.

Deficiency in patient education has been correlated with increased disease-related morbidity and decreased access to care. However, the associations between educational level, preoperative disease severity, and postoperative outcomes in patients with lumbar spondylolisthesis have yet to be explored. The spondylolisthesis dataset of the Quality Outcomes Database (QOD)-a cohort with prospectively collected data by the SpineCORe study team of the 12 highest enrolling sites with an 81% follow-up at 5 years -was utilized and stratified for educational level. Patients were classified into three categories (high school or less, graduate, or postgraduate). Patient-reported outcome measures (PROMs) documented at baseline and follow-up included Oswestry Disability Index (ODI) score, EQ-5D in quality-adjusted life years, and numeric rating scale (NRS) scores for back and leg pain. Disease severity was measured with PROMs. Postoperatively, patients also completed the North American Spine Society assessment to measure their satisfaction with surgery. Multivariable regression analysis was used to compare education level with disease severity and postoperative outcomes. A total of 608 patients underwent analysis, with 260 individuals (42.8%) at an educational level of high school or less. On univariate analysis, baseline disease severity was worse among patients with lower levels of education. On multivariable regression analysis, patients with postgraduate level of education had significantly lower ODI scores (β = -3.75, 95% CI -7.31 to -0.2, p = 0.039) compared to graduates, while the other PROMs were not associated with significant differences at baseline. Five years postoperatively, patients from various educational backgrounds exhibited similar rates of minimal clinically important differences in PROMs. Nevertheless, patients with the lowest educational level had higher ODI scores (27.1, p < 0.01), lower EQ-5D scores (0.701, p < 0.01), and higher NRS leg pain (3.0, p < 0.01) and back pain (4.0, p < 0.01) scores compared to those with graduate or postgraduate levels of education. The odds for postoperative satisfaction were also comparable between cohorts at 5 years (reference, graduate level; high school or less, OR 0.87, 95% CI 0.46-1.64, p = 0.659; postgraduate, OR 1.6, 95% CI 0.7-3.65, p = 0.262). Lower patient education level was associated with a greater baseline disease severity in patients with lumbar spondylolisthesis. Surgery demonstrated similar benefits irrespective of educational background; however, individuals with lower educational level reported lower outcomes overall. This emphasizes the need for enhanced health literacy to mitigate disparities for reported outcomes.

Impact of Educational Background on Preoperative Disease Severity and Postoperative Outcomes Among Patients With Cervical Spondylotic Myelopathy.

Retrospective review of a prospectively maintained database. Assess differences in preoperative status and postoperative outcomes among patients of different educational backgrounds undergoing surgical management of cervical spondylotic myelopathy (CSM). Patient education level (EL) has been suggested to correlate with health literacy, disease perception, socioeconomic status (SES), and access to health care. The CSM data set of the Quality Outcomes Database (QOD) was queried for patients undergoing surgical management of CSM. EL was grouped as high school or below, graduate-level, and postgraduate level. The association of EL with baseline disease severity (per patient-reported outcome measures), symptoms >3 or ≤3 months, and 24-month patient-reported outcome measures were evaluated. Among 1141 patients with CSM, 509 (44.6%) had an EL of high school or below, 471 (41.3%) had a graduate degree, and 161 (14.1%) had obtained postgraduate education. Lower EL was statistically significantly associated with symptom duration of >3 months (odds ratio=1.68), higher arm pain numeric rating scale (NRS) (coefficient=0.5), and higher neck pain NRS (coefficient=0.79). Patients with postgraduate education had statistically significantly lower Neck Disability Index (NDI) scores (coefficient=-7.17), lower arm pain scores (coefficient=-1), and higher quality-adjusted life-years (QALY) scores (coefficient=0.06). Twenty-four months after surgery, patients of lower EL had higher NDI scores, higher pain NRS scores, and lower QALY scores ( P <0.05 in all analyses). Among patients undergoing surgical management for CSM, those reporting a lower educational level tended to present with longer symptom duration, more disease-inflicted disability and pain, and lower QALY scores. As such, patients of a lower EL are a potentially vulnerable subpopulation, and their health literacy and access to care should be prioritized.

Association between parents’ supervision and the sleep habits of children: the impact of educational background of families in balanced sleep and wakefulness

ABSTRACT Daytime sleepiness affects the children’ performance and well-being during school days. This assumption must take into account parental supervision as to the content viewed and the periods of children’s exposure to screens in the period before bedtime. The study hypothesis was based on the following: characterization of the sleep quality of 51 children in the 1st cycle of schooling using the Children´s Sleep Habits Questionnaire (CSHQ-PT) and collection of data on their habits regarding video games in the immediate period before going to sleep, as well as data on the opinion of parents about exposing their children to screens before and even in their sleep. The parents were divided into two groups established according to educational qualifications: those with the 12th grade and those with higher education qualifications. This enabled analysing whether family groups, depending on their qualifications, differed in terms of permission for/supervision of the use of video games and in terms of their children’s daytime sleepiness. The values obtained show lack of balanced sleep and wakefulness in school-age children. The identified cause is the prolonged use of video games immediately before going to bed, including on school days. Significantly, it was found that parental supervision is not satisfactory and depends on parents’ qualifications (socio-economic background), as children from families with lower qualifications spend higher average time playing video games and experience more daytime sleepiness.

‘Forced adulthood’: An aspect of ‘quarterlife crisis’ suffered by young English and Assamese adults

&#x0D; &#x0D; &#x0D; Quarterlife crisis’ describes difficulties experienced by young people in their transition to adulthood. Little is known about how this crisis manifests in different cultural contexts or the impact of educational background. Using photo-elicitation and timeline interviews, we explore the lived experience of ‘quarterlife crisis’ among 22-30 year olds from England (n=16) and Assam, India (n=8), each group including people with and people without a university-level education. Data were analysed with Interpretative Phenomenological Analysis. We report the key theme of ‘forced adulthood’, consisting of the traumatising experience of having to assume adult roles and responsibilities before one feels capable of so doing. We explore how cultural and educational factors shape this experience though: feeling rushed to financial self-sufficiency; having to train oneself to be an adult; and having to be the ‘man of the house’. In conclusion, we demonstrate that, even though there is some consistency around the traumatising effect of too early an assumption of adult responsibility, culture and educational background can change the contours of this experience and its meaning.&#x0D; &#x0D; &#x0D;

Impact of Educational Background as a Pre-Requirement for Entry into Pharmacy Schools on Success in a Professional Program

Abstract In a survey conducted to determine the effect of educational background of pharmacy students before entering a pharmacy program on their success as a first professional year student, a total of 6 questionnaires and questions related to demographics were administered. The survey was administered using an online instrument and Statistical Package for the Social Sciences (SPSS) was used to conduct the statistical analysis. Based on the results; the majority of students who completed the survey (77 students) agreed that their educational-background, the academic institution they have previously attended, and elapse of math courses played significant roles in their success [1]. Being a female gender and taking a break between undergraduate-program and entering pharmacy school are also identified as some of the factors that played a role in their success. Although the study population is small, it seems that taking time to get more education or have extra time before joining pharmacy school are some of the key factors identified in this study that contributed to a higher rate of success in a pharmacy program [2].

Impact of educational background on knowledge, attitude, and practice of root canal treatment among male university and high school students of Sakaka Province

Aim: To determine the knowledge, attitude, and practice of root canal treatment (RCT) among male university and high school students of Sakaka province and to compare and analyze the impact of educational status on the three parameters mentioned earlier. Materials and Methods: A self-administered questionnaire prepared in Arabic and English was circulated among 600 male participants who consented to participate in the survey. Participants were divided into two groups – Group 1 (University) and Group 2 (high school) students. Pearson Chi-square test was used to analyze the data. Results: Data sheets were received from 500 participants only. Most of the participants, irrespective of the group, visit dentists only on the appearance of pain (84% and 82.8%, respectively). Substantial number of participants had a history of RCT (24.7% and 42.2%, respectively); 8.7 and 17% from respective groups reported that they were uncomfortable during the past RCT. However, majority of the participants (64.7% from either group) mentioned that they would opt for RCT in the future despite the slightly negative experience of the past. Conclusion: Young adults are reasonably well informed about RCT. Exposure to alternative sources like social media seems to be the reason behind this. Hence, internet platforms should be used to further popularize RCT among the youth.

The Impact of Educational Background on the Effectiveness of Requirements Inspections: An Empirical Study

While the inspection of various software artifacts increases the quality of the end product, the effectiveness of an inspection depends largely on the individual inspectors involved. To address that issue, a large-scale controlled inspection experiment with over 70 professionals was conducted at Microsoft Corporation that focused on the relationship between an inspector's background and their effectiveness during a requirements inspection. The results of the study showed that inspectors with university degrees in majors not related to computer science found significantly more defects than those with degrees in computer science majors. We also observed that level of education (Masters, PhD), prior industrial experience or other job related experiences did not significantly impact the effectiveness of an inspector. The only other type of experience that had a significant impact on effectiveness was experience in writing requirements, i.e. professionals with prior experience writing requirements found statistically significant more defects than their counterparts.

The Education Backlash Hypothesis: The Norwegian Experience 1960-92

The paper surveys recruitment changes in Norwegian education from the 1960s to 1990. The impact of educational background did not diminish during the period. However, that of occupational class receded. The earlier conclusion from several Western countries, that educational equalization stopped after 1960, therefore, does not apply to Norway. However, the particularly large expansion in higher education after 1990 produced an equalization setback. Educational careers in this paper were studied on the basis of a 6 per cent sample of the population born 1954 to 1970. Background data from the 1970 and 1980 censuses were matched with attainment data from the NOS' Educational Registry Data (based upon the annual reports from individual schools). Educational attainment until age 27 was studied for the cohorts born 1954-55 and 1964-65.