Self-Reported Acute and Chronic Voice Disorders in Teachers

Rossi-Barbosa, Luiza Augusta Rosa; Barbosa, Mirna Rossi; Morais, Renata Martins; Sousa, Kamilla Ferreira de; Silveira, Marise Fagundes; Gama, Ana Cristina Côrtes; Caldeira, Antônio Prates

doi:10.1016/j.jvoice.2015.08.003

Cited by 32 publications

(35 citation statements)

References 33 publications

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“…This observation is of great importance given that in many European Union countries and all over the world only vocal nodules are recognized as occupation-related voice disease having detrimental effect on the health, which gives basis for certification of voice disability [2]. It has been underlined in literature data that the impact of professional voice disorders is undervalued as occupational safety and health (OSH) issue [1,27,28]. The study has confirmed this statement and demonstrated that functional voice disorders may also lead to diminished biopsychosocial work conditions in the case of voice professionals.…”

Section: Discussionmentioning

confidence: 99%

Screening value of V-RQOL in the evaluation of occupational voice disorders

Morawska

Niebudek-Bogusz

Wiktorowicz

et al. 2017

Med Pr

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Section: Discussionmentioning

confidence: 99%

Screening value of V-RQOL in the evaluation of occupational voice disorders

Morawska

Niebudek-Bogusz

Wiktorowicz

et al. 2017

Med Pr

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“…Previous studies evaluating risk factors associated with the prevalence of voice disorders have reported that voice disorders are related to work environment [12,16,17,18,19], overall health [3,18,20,21,22], and psychological factors [2,23] as well as personal factors such as sociodemographic factors [13,20] and voice overuse [16]. Therefore, it is necessary to identify factors causing voice disorders to teachers in various dimensions and manage them to prevent these disorders.…”

Section: Introductionmentioning

confidence: 99%

The Risk Factors Related to Voice Disorder in Teachers: A Systematic Review and Meta-Analysis

Byeon

2019

IJERPH

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Background and Objectives: Identifying the risk factors of teachers’ voice disorders is very important for preventing voice disorders and the recurrence of them. This meta-study identified risk factors associated with teachers’ voice disorders through systematic review and meta-analysis and provided basic data for preventing them. Materials and Methods: This study collected literature on the risk factors of teachers’ voice disorders using six databases (i.e., CINAHL, EBSCO, PUBMED, SCOPUS, Web of Science, and Springer Link). Search was limited to studies published between 1 January 2000 and 15 October 2018, and a total of 16 publications were selected for the analysis of this study. The quality of selected literature was assessed using the “Standard Quality Assessment Criteria for Evaluating Primary Research Papers from a Variety of Fields”. The effect size was analyzed by odds ratio and 95% confidence interval. Results: The results of the quality assessment ranged from 20 to 24 points with six strong studies and ten good studies. The meta-analysis showed that gender, upper airway problems, caffeine consumption, speaking loudly, number of classes per week, and resignation experience due to voice problems were the major risk factors of teachers’ voice disorders. On the other hand, age, number of children, drinking, physical activity, smoking, water intake, singing habits, duration of teaching, perception of noise inside the school, number of classes per day, noise assessment inside the classroom, and perception of technology and instruments inside the workplace were not significantly related to voice disorders. Conclusions: Longitudinal studies should be conducted in the future to confirm causality between voice disorders and risk factors based on the results of this study.

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“…Teachers are not likely to recognize dysphonia being inherited in their profession, despite increased prevalence of vocal symptoms. The teachers are likely to relate the vocal symptoms to other health problems, although they find difficulty in performing the speech language therapy without comprising with their teaching profession (Rossi-Barbosa et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

Awareness of Medical Survey among School Teachers in Jeddah, Saudi Arabia

Al‐Ghamdi¹

2017

GJHS

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The study aims to evaluate the awareness level regarding the importance of medical survey among a sample of school teachers in public and the private sectors. The study has investigated the presence of Otolaryngologic diseases including Dysphonia among teachers. A cross-sectional sample was selected from different parts of Jeddah city to enroll the elementary, intermediate, and the high school teachers. There were more than 800 schools; however, the study has selected 26 schools only. The study was conducted during the academic year of 2014. The awareness about medical survey among public awareness is of paramount importance in the detection, management, and planning of health related problems. The study has depicted less than acceptable participation from the school teachers regarding the awareness and management of health problems, and more efforts have to be made to educate the public sectors about the importance of the medical survey.

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Self-Reported Acute and Chronic Voice Disorders in Teachers

Cited by 32 publications

References 33 publications

Screening value of V-RQOL in the evaluation of occupational voice disorders

Screening value of V-RQOL in the evaluation of occupational voice disorders

The Risk Factors Related to Voice Disorder in Teachers: A Systematic Review and Meta-Analysis

Awareness of Medical Survey among School Teachers in Jeddah, Saudi Arabia

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