Determinants of road traffic injury at Khulna division in Bangladesh: a cross sectional study of road traffic incidents

F1000Research(2018)

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摘要
Background: Road traffic injury (RTI) is one of the major causes of death, injury and disability worldwide and most of which occur in developing countries like Bangladesh. The main objective of this study was to identify the role of various socio-demographic and economic factors regarding the knowledge and consciousness about RTI at Khulna division in Bangladesh. Methods: Primary data were collected from 200 respondents in Khulna Medical College Hospital and Satkhira Sadar Hospital and several private clinics, generated by interviewing people who had experienced a traffic accident in Khulna division, Bangladesh. The Chi-square test and logistic regression model were utilized in this study to analyze the data. Results: The results show that there was a significant association between education (primary to higher secondary school: OR = 3.584, 95% CI = 0.907-14.155; higher educated: OR = 24.070, 95% CI = 4.860-119.206); occupation (farmer and labor: OR = 0.528,95% CI = 0.208-1.340; others: OR = 0.263, 95% CI = 0.097-0.713); if they were driving a motorcycle (OR = 4.137, 95% CI = 1.229-13.932); proper treatment (OR = 4.690, 95% CI = 1.736-12.673); consciousness about the RTI (OR = 18.394, 95% CI = 6.381-53.025); if they were an unskilled driver (OR = 8.169, 95% CI = 0.96-16.51), unfit vehicles (OR = 3.696, 95% CI = 1.032-13.234), if they were breaking traffic rules (OR = 6.918, 95% CI = 2.237-21.397), faulty road and traffic management (OR = 3.037, 95% CI = 1.125-8.196) with having knowledge about traffic rules in Khulna division, Bangladesh. Conclusion: According to the results of the study, by increasing knowledge and awareness about traffic rules among people through education and awareness programs, imposing strict traffic rules, not giving licenses to unskilled drivers, not allowing unfit vehicles on the road, reconstruction and proper road management RTI’s can be reduced.
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