Summary
Purpose
Different measuring instruments have been described to determine the prevalence of
voice disorders in schoolteachers. However, the heterogeneity of prevalence figures
has made it difficult in determining the impact of voice disorders in this group.
This investigation aims to review and identify scientific evidence of methodological
analysis of voice disorders in teachers, the relevance of measuring instruments, the
prevalence of dysphonia, and the impact on the development of vocal health prevention
programs.
Methods
A systematic review was conducted by searching six important scientific databases.
Preferred Reporting Items for Systematic Reviews (PRISMA) guidelines were carried
out. Articles were included whether they presented data related to the prevalence
of dysphonia and the impact of therapy programs on teachers.
Results
Twenty articles out of 8,998 were selected. The cross-sectional design type was predominant throughout the investigations. Differences
were observed in the number of participants across studies, leading to heterogeneous
prevalence figures – which ranged from 10.5% to 69.1%. The assessment instruments
are not standardly used to effectively determine the disease burden. Despite the fact
of the extensive evidence of the effectiveness of programs that address dysphonia
in teachers, the scarcity of literature is yet evident on systematic programs promoted
by either the government or educational institutions.
Conclusion
Findings suggest that future investigations should consider the consensus of a global
definition for occupational dysphonia in teachers in order to develop accurately measuring
instruments and to assist with voice care programs and treatment approaches in this
population. This might be crucial since it could also assist with the implementation
of Delphi-type studies that could support the development of further evidence-based
agreements around these programs (voice care and treatment approaches) in schoolteachers.
Key Words
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Article info
Publication history
Published online: December 08, 2022
Accepted:
October 31,
2022
Publication stage
In Press Corrected ProofIdentification
Copyright
© 2022 The Voice Foundation. Published by Elsevier Inc. All rights reserved.
