A efetividade da comunicação em sala de aula passa pela utilização adequada da voz pelo professor. O recurso a esta estratégia pedagógica para transmitir conhecimentos aos seus estudantes coloca os professores entre os grupos profissionais que apresentam maior risco de desenvolver alterações vocais ao longo da sua carreira. Este trabalho tem como objetivo relatar a experiência de implementação de um programa de saúde vocal para um grupo de docentes do ensino superior. Para além da apresentação dos pressupostos, do funcionamento e da organização dos conteúdos deste programa, são ainda apresentados os principais resultados da percepção dos participantes em relação ao funcionamento da proposta. Os dados mostram que, globalmente, os participantes avaliaram de forma positiva o programa, apresentando contribuições para a melhoria de propostas futuras de iniciativas de prevenção e promoção da saúde vocal dos professores do ensino superior.
The purpose of the study was to compare the speech fluency of Brazilian Portuguese speakers with that of European Portuguese speakers. The study participants were 76 individuals of any ethnicity or skin color aged 18-29 years. Of the participants, 38 lived in Brazil and 38 in Portugal. Speech samples from all participants were obtained and analyzed according to the variables of typology and frequency of speech disruptions and speech rate. Descriptive and inferential statistical analyses were performed to assess the association between the fluency profile and linguistic variant variables. We found that the speech rate of European Portuguese speakers was higher than the speech rate of Brazilian Portuguese speakers in words per minute (p=0.004). The qualitative distribution of the typology of common dysfluencies (p<0.001) also discriminated between the linguistic variants. While a speech fluency profile of European Portuguese speakers is not available, speech therapists in Portugal can use the same speech fluency assessment as has been used in Brazil to establish a diagnosis of stuttering, especially in regard to typical and stuttering dysfluencies, with care taken when evaluating the speech rate.
There is a close and important relationship between communication and the teaching-learning process, transversal to the modalities of face-to-face and remote teaching. The effectiveness of communication in the classroom depends on the adequate use of the voice by the teacher. The use of this pedagogical strategy to transmit knowledge to their students’ places teachers among the professional groups that are at greater risk of developing voice disorders throughout their professional lives. In this chapter, we share some strategies and resources to optimize the communicative skills of teachers, focusing on voice strategies.
Communicating effectively is essential to any human interaction and especially relevant in the relationship between healthcare professionals and patients, as communication difficulties in these contexts can affect the quality of healthcare delivery. Training future health professionals regarding their communicative skills, namely on how they should inform patients about their health status, diseases, and/or treatments; on establishing empathic relationships; and on promoting personal reflection on their actions, is extremely important. This chapter illustrates how communicative skills can be promoted in the training of future health professionals, aided by the experience and expertise gained in training future professionals in a degree course in Pharmacy at the School of Health in the University of Algarve, Portugal.
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