ABSTRACT
ABSTRACT Objective: Nonalcoholic fatty liver disease (NAFLD) is a chronic liver disease and a growing global epidemic. In NAFLD, liver fat surpasses 5% of hepatocytes without the secondary causes of lipid accumulation or excessive alcohol consumption. Given the link between NAFLD and insulin resistance, the possible association between the rs2854744 (−202 G>T) promoter polymorphism of insulin-like growth factor binding protein 3 (IGFBP3) gene and NAFLD was investigated in this study. Materials and methods: In this genetic case-control association study, the IGFBP3 rs2854744 genotypes of 315 unrelated individuals, including 156 patients with biopsy-proven NAFLD and 159 controls, were determined using polymerase chain reaction/restriction fragment length polymorphism analyses. Results: The "GT+TT" genotype of the IGFBP3 rs2854744 polymorphism, compared with the "GG" genotype, was associated with a 2.7-fold increased risk of NAFLD after adjustment for confounding factors (P = 0.009; odds ratio [OR] = 2.71; 95% confidence interval [CI] = 1.19-3.18). Additionally, the IGFBP3 rs2854744 "T" allele, in comparison with the "G" allele, was significantly overrepresented in NAFLD patients than the controls (P = 0.008; OR = 1.85; 95%CI = 1.23-2.94). Conclusion: Our findings first indicated that the IGFBP3 rs2854744 "GT+TT" genotype is a marker of increased NAFLD susceptibility; however, it needs to be supported by further investigations in other populations.
ABSTRACT
Aim: The purpose of this study was to determine the impact of Peer-Led Education (PLE)comparing with the Teacher-led education(TLE) approach about oral health behavior of female school- student aged at 6-12 in district 6 of Tehran, Iran. Methods: This is a quasi-experimental study. Two primary public schools in Tehran district 6, were selected by simple random sampling and from each school one class considered for PLE and TLE. 120 fourth grade female students of the 6th district of Tehran were enrolled for study. All participants were assessed about knowledge, attitude, and practice in oral health by Pre-test one month before the intervention program. A valid questionnaire in Persin version used for data gathering. Two representatives including teacher and students from both groups trained under the supervision of a health educator. In PLE each of the six students trained 10 other students in the middle of the day per three consecutive sessions. In TLE one teacher trained one class with about 30students. Both education program set up at the same time and duration. The educational materials included educational short films, animation, and booklet powered driven by Oral Health Burea, Iran health ministry. Apart from, the intervention included role play and storytelling too. The evaluation had done by post-test with the same tool one month later after the intervention. Results: The average mean score of the knowledge, attitude, and practice in both group after educational intervention significantly increased (P<0.05).The mean score of knowledge, attitude, and practice in PLE have been effective than TLE. Conclusion: Health education with peer education approach is effective in improving oral health behavior in children at school age