The association between the outcomes of trauma, education and some socio-economic indicators

Background: There are many debates on socioeconomic indicators influencing trauma outcomes.Objectives: This study aimed to determine the association between education as a socioeconomic indicator and trauma outcomes.Methods: This descriptive-analytical study was conducted on 30,448 trauma patients during 2016-2021. The data were based on the minimum dataset of the National Trauma Registry of Iran (NTRI) from six different trauma centers in various cities of the country. The variables used in this study included age, education level, marital status, cause of injury, Glasgow Coma Scale (GCS), intensive care unit (ICU) admission, Injury Severity Score (ISS), and in-hospital mortality. Logistic regression was used to investigate the association between independent variables and trauma outcomes.Results: The study included 30,448 trauma patients with male predominance (75.8%). The mean age was 36.9 years. The most frequent education level was secondary education, with 14,228 (46.6%). Education levels had significant relationships with ISS, death, and ICU admission (P<0.001). Moreover, after applying the multiple logistic regression, the odds of deaths for trauma patients with no formal, primary, and secondary education levels were 3.36, 5.03, and 3.65 times, respectively, more than the odds of deaths at the higher education level after controlling for other factors (all Ps<0.05). However, there were no such relationships between education levels and the odds of ICU admission.Conclusion: Findings of the present study showed a significant association between the education levels and trauma outcomes. Adjusted for other covariates, the chance of death for trauma patients with no formal, primary, or secondary education levels was higher than that at the higher education level

Implications of the Etebariat Theory' Tababatabaie in Teaching Values

The purpose of this research is analysis and concretising Etebariat theory, Tabatabaie perception and its implications in teaching values. And to conduct the research, we have used descriptive-analytical method with inferential approach and documentary method. In this research in order to finding the explanation of what nature of values is, has been extracted educational implications of Etebariat theory in teaching religious values, spiritualmoral values&nbsp; and, education and social values, from the point of view of the different types&nbsp; of valuable Etebariat from the perspective of Allama Tabatabaie. Allama Tabatabaie including philosophers who respond to these fundamental question innovating Etebariat discussion and explaining what and why the values are, by using science and credit perceptions. According to the results of this research, it's possible to extract fifteen principles for teaching values, including: explaining the basis of absolute value, rationality, stimulation feelings, pragmatism, natural indecency and decencies, spirituality instinctive, according to the epistemological dimension, according to the evolutionary characteristics of values education, according to previous&nbsp; beliefs audience, stimulating, indecency actions of current values (current actions determine good and evil), the neglect in education, improving environmental conditions, using verbal communication and non-verbal to teach values, incongruous the standing and method, and the principle of encouragement