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

Byeon, Haewon

doi:10.3390/ijerph16193675

Cited by 49 publications

(37 citation statements)

References 40 publications

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“…In contrast, age, number of students in class, consumption of alcoholic beverages, physical activity, smoking, water consumption, singing habits, duration of teaching, perception of noise inside the school, number of classes per day, evaluation of noise inside the classroom, and perception of technology and instruments inside the workplace were not related to the presence of voice disorders. However, the author encourages further research to estimate the risk factors for voice disorders in teachers based on the results yielded ( 22 ).…”

Section: Discussionmentioning

confidence: 99%

COVID-19 and the teacher’s voice: self-perception and contributions of speech therapy to voice and communication during the pandemic

Nemr

Simões-Zenari

Almeida

et al. 2021

Clinics

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We aimed to analyze the vocal self-perception of Brazilian teachers and their communication needs, vocal signs and symptoms, and voice-related lifestyles during the coronavirus disease (COVID-19) pandemic and, based on this information, to develop guidance materials intended for dissemination to these teachers and the general community. METHODS: An online questionnaire designed for this survey was distributed via the researchers' networks and was available for completion by any teacher, except those who were not working at the time. There were 1,253 teachers from all over Brazil, of both sexes, covering a wide age range, working at different levels of education, and most with more than ten years of experience. Descriptive and inferential analyses of the data were performed. RESULTS: On comparing the prepandemic period with the current one, participants indicated voice improvements. In contrast, they presented symptoms such as dry throat, effort in addressing remote classes, hoarseness after classes, and difficulties with the use of headphones, among others. They further indicated stress, general fatigue, impact of the pandemic on mental health, and the overlapping of many home tasks with professional tasks. Some smoked, and others hydrated insufficiently. CONCLUSION: Although teachers generally noticed voice improvements during the pandemic, a proportion of them perceived worsening of voices. Many indicated several factors in which speech-language pathologists could guide them with the aim of improving performance and comfort during remote and hybrid classes, an initiative that will positively impact not only their voice and communication but also their quality of life.

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Section: Discussionmentioning

confidence: 99%

COVID-19 and the teacher’s voice: self-perception and contributions of speech therapy to voice and communication during the pandemic

Nemr

Simões-Zenari

Almeida

et al. 2021

Clinics

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“…The quality of study reporting in the included studies was appraised using the 14‐item Standard Quality Assessment Criteria for Evaluating Primary Research Papers from a Variety of Fields developed by Kmet et al 8 This quality assessment tool has previously been used for critical appraisal of studies in systematic reviews of observational studies 9 and randomised controlled trials 10 . The items used for assessing the quality of the studies are listed in Table 1.…”

Section: Methodsmentioning

confidence: 99%

Symptom clusters experienced by breast cancer patients at various treatment stages: A systematic review

Law

et al. 2021

Cancer Medicine

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Breast cancer patients often experience symptoms that adversely affect their quality of life. It is understood that many of these symptoms tend to cluster together: while they might have different manifestations and occur during different phases of the disease trajectory, the symptoms often have a common aetiology that is a potential target for intervention. Understanding the symptom clusters associated with breast cancer might usefully inform the development of effective care plans for affected patients. The aim of this paper is to provide an updated systematic review of the known symptom clusters among breast cancer patients during and/or after cancer treatment. A search was conducted using five databases for studies reporting symptom clusters among breast cancer patients. The search yielded 32 studies for inclusion. The findings suggest that fatigue‐sleep disturbance and psychological symptom cluster (including anxiety, depression, nervousness, irritability, sadness, worry) are the most commonly‐reported symptom clusters among breast cancer patients. Further, the composition of symptom clusters tends to change across various stages of cancer treatment. While this review identified some commonalities, the different methodologies used to identify symptom clusters resulted in inconsistencies in symptom cluster identification. It would be useful if future studies could separately examine the symptom clusters that occur in breast cancer patients undergoing a particular treatment type, and use standardised instruments across studies to assess symptoms. The review concludes that further studies could usefully determine the biological pathways associated with various symptom clusters, which would inform the development of effective and efficient symptom management strategies.

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“…5 Psychological stress appears to be one of the most important risk factors for the development of vocal symptoms for teachers even when compared with factors such as voice load (eg, number of teaching years, number of students in the classroom) or environmental issues such as classroom acoustics. 6,7 Although numerous studies have investigated and identified risk factors that may lead to voice disorders in school teachers (for a systematic review and meta-analysis see Byeon 8 ), little is known about risk factors relating to voice disorders among university teaching faculty, who teach under comparable (eg, talking for long periods of time, teaching in environments with background noise, and often increasing their volume) as well as unique circumstances (eg, teaching large audiences). 9 Higgins 9 reported that 45% of the university teaching faculty surveyed stated having a voice disorder and Korn, Pontes, Abranches, and Pontes 10 stated that 39.6% of the university professors surveyed reported hoarseness.…”

Section: Introductionmentioning

confidence: 99%

Psychological Stress and Vocal Symptoms Among University Professors in Israel: Implications of the Shift to Online Synchronous Teaching During the COVID-19 Pandemic

2022

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Psychological stress may have an adverse impact on the voice. The purpose of the present cross-sectional study was to investigate the relationship between the change in levels of perceived psychological stress and vocal symptoms among Israeli academic college professors required to shift to synchronous online teaching during the global COVID-19 pandemic. Methods. An online questionnaire was completed by 313 professors (156 men and 157 women) from 14 academic colleges in Israel at the end of the first week of online synchronous teaching during the COVID-19 pandemic, which was assumed to be the most burdened and stressful week of the transition. Participants provided self-reports for the current levels of psychological stress and vocal symptoms during the transition to online synchronous teaching, as well as general psychological stress and general vocal symptoms during previous periods of teaching. Results. The results revealed higher levels of psychological stress but not vocal symptoms during the transition to online synchronous teaching compared with previous periods of teaching. Psychological stress during the transition to online synchronous teaching was positively associated with vocal symptoms during this period but this association was moderated by general stress. Although there was a positive association between psychological stress and vocal symptoms for individuals who reported low levels of psychological stress during previous periods of teaching, this association was especially strong for individuals who reported high levels of psychological stress during previous periods of teaching. Conclusions. It is important to examine vocal symptoms of professors in specific contexts that are potentially stressful. The psychological stress surrounding the transition to online synchronous teaching was associated with elevated levels of vocal symptoms especially for those who reported high levels of psychological stress during previous periods of teaching. These results with professors accord with the notion that psychological stress may have a negative impact on the voice.

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

Cited by 49 publications

References 40 publications

COVID-19 and the teacher’s voice: self-perception and contributions of speech therapy to voice and communication during the pandemic

COVID-19 and the teacher’s voice: self-perception and contributions of speech therapy to voice and communication during the pandemic

Symptom clusters experienced by breast cancer patients at various treatment stages: A systematic review

Psychological Stress and Vocal Symptoms Among University Professors in Israel: Implications of the Shift to Online Synchronous Teaching During the COVID-19 Pandemic

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