Objectives to assess the influence ofeducational level on the risk of vertebral fractures and its risk factors in postmenopausal women.
Methods Cross-sectional studyincluding 276 postmenopausal women recruited from the bone densitometry center. The socio demographic, clinical and paraclinical parameters related to patients were collected. Patients were stratified according to the number of years of study into four groups according to the educational level: (Group 1: illiterate = 0 years of study), (group 2: primary <5 years of study) (Group 3: High = 6-8 years of study), (group 4 academic ≥ 9 years studies). All the patients hadsystematically an evaluation of calcium, phosphate serum levels, and Bone mineral density. Two Lateral radiographs (thoracic and lumbar radiographs) and antero-posterior radiographs were performed in all patients. Vertebral fractures were defined using the Genant score.
Results The mean age ofpatients was 59.01 ± 8.40 years. The median ageof menopausewas 49[45-50]. Twenty-six percent of patients were illiterate, 19% had a primary educational level, 38 4% secondary level and 17% university level. The prevalence of vertebral fractures was inversely correlated with educational level, ranging from36%for illiterateand 19%foruniversity level. In univariate analysis with logistic regression, there was an association between the presence of vertebral fractures and age, the age of menarche, thefemoral BMD and calcium intake (for all p <0.05). In multivariate analysis, and using group 1 as the reference category, an increase in the educational level was associated with a reduced risk of vertebral fracture (secondary: OR = 0.33, 95% CI: 0.13-0.82, p = 0.01), (tertiary: OR = 0,31, 95% CI: 0.19-0.62, p = 0.04).
Conclusions This studysuggests that low educational level is independently associated with low BMD and risk of vertebral fractures. Further studies are needed to verify these results.
Disclosure of Interest None Declared