Questionário de auto-avaliação vocal: instrumento epidemiológico de controle da síndrome disfônica ocupacional em professores

Abstract

Introduction:The dysphonic syndrome is an occupational disease of high prevalence in the professor population. Objective:In order to broach preventively the vocal aggression, it was tried to standardize a self assessment questionnaire to professors of all educational level, including beyond the clinical symptoms also the factors of the work organization. Method:It was performed a study of transversal cut in 328 professors of 4 educational institutions of the northern of São Paulo, which it was applied a self assessment questionnaire elaborated by TRipartite Commission of Standardization for Professional Voice. Results:It was determined the prevalence of clinical symptoms that compound the dysphonic syndrome, as well as it was delineate the work organization and the quality of life of this population. Conclusion:The questionnaire applied was showed itself satisfactory en the description and elaboration of parameters with the aim of to implement preventive programs to populations exposed to professional overload of the voice use. Case study.

Qualidade de vida relacionada à voz de professores: uma revisão sistemática exploratória da literatura

“…When analyzing Figure 4, one may observe that studies on quality of life began being published from 2005 onwards 4 , even in Brazil; approximately one a year, except for 2007 [15][16] and 2010 [18][19][23][24] , when two and four papers, respectively were published. It should be noted that, in Brazil, the first publication of a translated version for Portuguese of this instrument was in the book by Behlau 8 , published in 2001; and the global domain varied from 82.61 to 97.5, thus in agreement with the values suggested in literature (97.1 for healthy voices and 71.6 for dysphonic voices) 10 , considering that the greater part of the studied population is composed of teachers without voice complaints, except for the study by GillivanMurphy 11 , where the studied group were teachers with complaints such as hoarseness and voice loss, and where there is greater impact on quality of life (65.2).…”

“…Figure 4 shows that there are few studies involving private school teachers [21][22][23]25 , possibly because there is easier access to public schools than to private schools which may be due to concerns regarding competition, fear of exposing limitations, difficulties among other reasons. Elementary and Middle School were the most investigated education levels 4,11,16,[21][22][23] and the least explored were Preschool 11,21,23 and College Education 17,19,24 (table 4). There is a need to find and understand the relationships between voice and quality of life in the different education levels and in different work conditions in both public and private schools in order to search for the factors that interfere and how they may affect the quality of life of teachers.…”

“…In the study by Almeida et al 24 328 professors from four colleges of the north region of the State of São Paulo were investigated. A self-assessment questionnaire developed by the Three-Part Commission for Professional Voice Norms was completed, in order to trace the symptoms of the occupational dysphonic syndrome as well as work organization factors that could interfere in the natural history of occupational voice disorders.…”

A saúde docente no trabalho: apontamentos a partir da literatura recente

“…Por último, quanto aos aspectos teóricos-metodológicos, as produções da área foram predominantemente descritivas e realizadas por grupos de pesquisas entre o período de 1987 e 2003 82 . Já as publicações mais recentes apresentaram baixa padronização dos instrumentos e protocolos de avaliação para a triagem e formulação de estratégias de intervenção, as quais se restringem à avaliação vocal 83,84 . Na Tabela 3, os resultados são agrupados por meio de eixos comuns, em relação à temática, e Tabela 3.…”

“…Essa falha na geração de estudos que substanciem o desenvolvimento de protocolos e estratégias, para o enfrentamento e tratamento da saúde coletiva dos professores, torna-se ainda mais evidente ao se observar as políticas públicas sobre o tema, as quais ainda são pouco impactadas por iniciativas e estratégias desenvolvidas por contribuições científicas, estando, a maior parte delas, estabelecidas de forma lacunar e concentradas na região sudeste 81,83,84 . Em uma perspectiva geral, os estudos mais recentes parecem ter mantido a predominância descritiva e pouco avançaram no desenvolvimento de metodologias mais efetivas que promovam impactos concretos na saúde coletiva dos professores, tal como evidenciado em revisão anterior sobre o tema por volta do ano 2000 82 .…”