Regina Helena Garcia Martins1, Eny Regina Bóia Neves Pereira2, Caio Bosque Hidalgo3, Elaine Lara Mendes Tavares4. 1. Department of Ophthalmology, Otolaryngology and Head and Neck Surgery, Botucatu Medical School, UNESP-Univ Estadual Paulista, Botucatu, São Paulo, Brazil. Electronic address: rmartins@fmb.unesp.br. 2. Botucatu Medical School, UNESP-Univ Estadual Paulista, Botucatu, São Paulo, Brazil. 3. Academic of Botucatu Medical School, Unesp-Univ Estadual Paulista, Botucatu, São Paulo, Brazil. 4. Discipline Otolaryngology, Botucatu Medical School, UNESP-Univ Estadual Paulista, Botucatu, São Paulo, Brazil.
Abstract
INTRODUCTION: Voice disorders are very prevalent among teachers and consequences are serious. Although the literature is extensive, there are differences in the concepts and methodology related to voice problems; most studies are restricted to analyzing the responses of teachers to questionnaires and only a few studies include vocal assessments and videolaryngoscopic examinations to obtain a definitive diagnosis. OBJECTIVE: To review demographic studies related to vocal disorders in teachers to analyze the diverse methodologies, the prevalence rates pointed out by the authors, the main risk factors, the most prevalent laryngeal lesions, and the repercussions of dysphonias on professional activities. MATERIALS AND METHODS: The available literature (from 1997 to 2013) was narratively reviewed based on Medline, PubMed, Lilacs, SciELO, and Cochrane library databases. Excluded were articles that specifically analyzed treatment modalities and those that did not make their abstracts available in those databases. The keywords included were teacher, dysphonia, voice disorders, professional voice.
INTRODUCTION:Voice disorders are very prevalent among teachers and consequences are serious. Although the literature is extensive, there are differences in the concepts and methodology related to voice problems; most studies are restricted to analyzing the responses of teachers to questionnaires and only a few studies include vocal assessments and videolaryngoscopic examinations to obtain a definitive diagnosis. OBJECTIVE: To review demographic studies related to vocal disorders in teachers to analyze the diverse methodologies, the prevalence rates pointed out by the authors, the main risk factors, the most prevalent laryngeal lesions, and the repercussions of dysphonias on professional activities. MATERIALS AND METHODS: The available literature (from 1997 to 2013) was narratively reviewed based on Medline, PubMed, Lilacs, SciELO, and Cochrane library databases. Excluded were articles that specifically analyzed treatment modalities and those that did not make their abstracts available in those databases. The keywords included were teacher, dysphonia, voice disorders, professional voice.
Authors: Pablo Gómez; Andreas M Kist; Patrick Schlegel; David A Berry; Dinesh K Chhetri; Stephan Dürr; Matthias Echternach; Aaron M Johnson; Stefan Kniesburges; Melda Kunduk; Youri Maryn; Anne Schützenberger; Monique Verguts; Michael Döllinger Journal: Sci Data Date: 2020-06-19 Impact factor: 6.444