A comparative and correlative study of the Voice-Related Quality of Life (V-RQOL) and the Voice Activity and Participation Profile (VAPP) for voice-related quality of life among teachers with and without voice disorders

Yu, Lingyu; Lü, Dan; Yang, Hui; Zou, Jian; Wang, Haiyang; Zheng, Meijun; Hu, Juanjuan

doi:10.1097/md.0000000000014491

Cited by 11 publications

(9 citation statements)

References 22 publications

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“…The findings of this study revealed that based on the VHI questionnaire, the prevalence of voice disorder among teachers was 250 (57.1%), slightly higher than the general population (N = 105, 52%). A study conducted in China supported this finding [12]. Using a similar questionnaire, the prevalence of voice disorders among Chinese teachers was 47.9%.…”

Section: Discussionmentioning

confidence: 66%

“…In a study conducted in China, hoarseness was the most commonly reported complaint related to voice problems [12]. However, chronic laryngitis, vocal cord polyps, and vocal cord nodules were the most commonly diagnosed voice disorders among Chinese teachers.…”

Section: Discussionmentioning

confidence: 99%

“…Studies have shown that while voice problems may affect 6-15% of the general population, this prevalence increases to 20-50% and may reach as high as 80% among teachers [7][8][9][10]. The impact of voice disorders on teachers is significant, impairing their ability to communicate effectively with students and perform efficiently, which can negatively influence students' academic success [3,5,11,12].…”

Section: Introductionmentioning

confidence: 99%

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Prevalence and Risk Factors of Voice Disorders Among Teachers in Saudi Arabia

Alharbi,

Alotaibi,

Alnughaythir

et al. 2024

Cureus

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IntroductionVoice is a crucial tool for communication, and voice problems are more likely to occur in professionals who frequently use their voice for work. Teachers, whose profession requires sustained vocal use, are particularly susceptible to occupation-related voice disorders. This study aimed to quantify the prevalence of voice disorders among teachers in Saudi Arabia, with the general population serving as a control group, and to identify associated risk factors. MethodsA cross-sectional study was conducted utilizing an online self-administered questionnaire, which was completed by both teachers and the general population in Saudi Arabia. The latter group acted as a control. The questionnaire included sections on sociodemographic data, teaching patterns, symptoms of voice issues, and the Voice Handicap Index-10 (VHI-10) for assessing voice disorders among participants. ResultsThe study included 640 participants, with 438 (68.4%) being teachers, the majority of whom were females (N = 406; 63.4%). The most common voice-related symptoms reported by teachers were hoarseness (N = 210; 37.9%) and dry throat (N = 147; 26.9%). Voice disorders, as determined by the VHI, affected 355 (55.5%) of the teachers. A high VHI score was associated with a diagnosis of voice disorders and GERD. There was no significant difference in the VHI scores between teachers and the general population (p > 0.05). ConclusionTeachers in Saudi Arabia exhibited a higher prevalence of voice disorders compared to the general population. Risk factors, such as smoking, longer teaching experience, and more teaching hours per week, were more common among teachers with voice disorders. Further investigative studies are warranted to elucidate the causal relationships between these variables and voice disorders.

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Section: Discussionmentioning

confidence: 66%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Prevalence and Risk Factors of Voice Disorders Among Teachers in Saudi Arabia

Alharbi,

Alotaibi,

Alnughaythir

et al. 2024

Cureus

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“…Es existiert eine umfangreiche Literatur über Risikofaktoren, die im Laufe des Lehrerlebens zu einer Dysphonie führen können: weibliches Geschlecht [8,13,14,15,16,17,18], höheres Lebensalter [17,19,20,21], Stimmbelastung [2,13,15,16,20,22], schlechte akustische Bedingungen im Klassenzimmer [2,15,16,20,21,22,23,24,25], hohe Schülerzahl pro Klasse [2,13], Rauchen [8,21], Musik oder Sport als Unterrichtsfach [13,16,23,26], Grundschullehramt [21,27], falsche Phonationstechnik und psychologische Prädisposition [28,29], Stress am Arbeitsplatz [18,29,30], aber auch ungenügendes Stimmtraining während der Ausbildung [8] und eine Dysphonie in der Anamnese [8,17,31].…”

Section: Introductionunclassified

Langzeiteffekte von Stimmgutachten und Stimmtraining bei Lehramtsstudenten

Meuret,

Lemke,

Hentschel

et al. 2024

Laryngorhinootologie

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Zusammenfassung Hintergrund Lehrer unterliegen lebenslang einer hohen stimmlichen Belastung und haben eine erhöhte Prävalenz, an einer Stimmstörung zu erkranken. Ziel dieser Studie war es, die langfristige Wirksamkeit des Stimmtrainings bei Lehramtsstudenten während ihres Berufslebens als Lehrer zu bewerten. Darüber hinaus untersuchten wir die Beziehung zwischen stimmlichen Eignungstests und der stimmlichen Gesundheit der Lehrer. Methoden In einer multizentrischen Fall-Kontroll-Studie wurden 202 Lehrer (medianes Alter: 48 Jahre, 165 Frauen, 37 Männer) untersucht. Die Untersuchung bestand aus einer standardisierten Anamnese, Stimmleistungsdiagnostik, Laryngostroboskopie und Audiometrie. Die Probanden wurden als Fall gewertet, wenn mindestens 2 der folgenden Kriterien erfüllt waren: pathologischer videolaryngostroboskopischer Befund, pathologischer Stimmstatus, subjektive Stimmbeschwerden. Ergebnisse 65/202 Lehrer wurden als Fälle gewertet. Im Vergleich der Gruppen waren die Fälle älter (p=0,001), arbeiteten häufiger an Grundschulen (p=0,008) und hatten mehr Probleme mit Reflux (p=0,002). 63,8% der Kontrollen hatten einen stimmlichen Eignungstest vor Aufnahme des Studiums absolviert, bei den Fällen 47,6% (p=0,031). In einer multivariaten Analyse zeigte sich eine OR von 1,6, eine Dysphonie zu entwickeln, wenn weder Stimmbildung noch eine Stimmeignungsprüfung im Studium stattgefunden hat. Schlussfolgerung Viele Risikofaktoren, die mit einer Dysphonie im Lehrerberuf assoziiert sind, sind oft nur schwer oder gar nicht zu ändern. Die Stimmeignungsfeststellung und die Stimmbildung während des Studiums stellen eine Primärprävention berufsbedingter Dysphonien im Lehrerberuf dar.

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“…4 VDs considerably affect the quality of teaching and job performance of educators, and these disorders diminish their ability to communicate with students, thereby negatively influencing students' performance. 2,3,5,6 Various risk factors for the condition have been identified, such as long teaching hours, years in the occupation, stressful environments, and family history of vocal problems. Other social and personal risk factors include age, gender, allergies, and smoking.…”

Section: Introductionmentioning

confidence: 99%