| Summary: | Neðst á síðunni er hægt að nálgast greinina í heild sinni með því að smella á hlekkinn View/Open Objective: The connection between socioeconomic status and mortality is well known in Western countries. Educational level has frequently been used as a socioeconomic indicator. In a recent Icelandic prospective study, an inverse relationship between educational level and mortality was shown. The objective of the present study is to consider possible explanatory factors. Material and methods: This study was a part of the Reykjavík Study. A stratified sample of 400 people was taken from one of six study groups. The sample was equally divided between the sexes and four educational levels. Mean age of the sample was 72.7 years. Participants completed a questionnaire concerning knowledge of risk factors for coronary heart disease, expected response to symptoms of cardiac infarction, social network and use of health care. Response rate was 78.5%. The relationship between answers and educational level was assessed with logistic regression. Results: People with higher education were more likely to be in personal contact with nurses and doctors and receive advice concerning health and treatment from them. Participants were generally satisfied with the Icelandic health care system and seemed generally to have good access to it. A relationship with educational level was not shown. A larger proportion of those with lower education had regular communication with their general practician. Conclusions: Our results suggest that certain health care services are integrated into the social network of those with higher education. This may lower their morbidity and mortality. Other hypotheses concerning possible explanatory factors for differences in health were not supported. Tilgangur: Sambandið milli þjóðfélagsstöðu og dánartíðni er vel þekkt á Vesturlöndum. Í rannsóknum síðari ára hefur menntun oft verið notuð sem mælikvarði á þjóðfélagsstöðu. Í nýlegri íslenskri framskyggnri rannsókn var sýnt fram á öfugt samband menntunar og ...
|
|---|