Association between Hyperuricemia and Health-Related Quality of Life in Korean Adults: Based on the Seventh Korean National Health and Nutrition Examination Survey (2016–2017)

BACKGROUND: The prevalence of hyperuricemia has increased over the past few decades. Hyperuricemia is responsible for the increased risk of hypertension, type 2 diabetes mellitus, chronic renal disease, and cardiovascular disease. Health-related quality of life (HQoL) has been increasingly used as an outcome in clinical trials, effectiveness research, and research on quality of care. Therefore, we aimed to analyze the association between hyperuricemia and HQoL in Korean adults aged >19 years.METHODS: We included 2,376 male and 2,593 female who participated in the Korea National Health and Nutrition Examination Survey from 2016 to 2017. Hyperuricemia was defined as a serum uric acid (SUA) level of 7 mg/dL. The Euro quality of life-5 dimension (EQ-5D) questionnaire was used to measure HQoL. A multiple logistic regression analysis was performed to examine the association between hyperuricemia and HQoL.RESULTS: The EQ-5D index score of the hyperuricemia group was significantly lower than of the healthy group. After adjusting for multiple covariates, the odds ratio (95% confidence interval, [CI]) for mobility issues was 1.46 (95% CI, 1.211–1.683) in male and 1.33 (95% CI, 0.716–2.464) in female; however, the difference was not statistically significant for female.CONCLUSION: Hyperuricemia was associated with reduced quality of life. It is important to control SUA levels to improve HQoL.

Development and Evaluation of the 'Doctor and Leadership' Curriculum / 한국의학교육

PURPOSE: Recently, researchers at medical schools have shown increasing interest in developing a curriculum for medical humanities and improving 'humanity' in existing curriculums. This study introduces the process of developing the 'doctor & leadership' curriculum at K University from 2002. The results of the three-year implementation were analyzed. The effectivenessof the curriculum development is discussed. METHODS: The curriculum development followed the ADDIE model. A sixteen-week curriculum with three subjects was developed. The main methods of instruction were self-regulation learning and collaboration learning. The instruction method was a blended learning approach composed of both on-line and off-line instructions. Students were assessed through a portfolio assessment. 'Leadership self-assessment' and 'satisfaction index' of the overall curriculum were measured. RESULTS: The results on pre- and post- leadership self-assessment shows that leadership increased significantly after the learning process. Of the 4 sub-factors of the satisfaction index, the satisfaction indices on the blended learning, professor-student interaction, and instruction design had the greatest influence on the total satisfaction index (p<.001) CONCLUSION: Our outcome indicates that the 'doctor & leadership' curriculum is significantly effective. And generally, to increase the satisfaction index of courses, collaboration learning based on team projects and blended learning, as well as, professor-student interaction are helpful in encouraging the application of skills.