通过远程学习促进教师嗓音健康：一项整合性综述

文献信息

中文摘要

本研究旨在梳理旨在促进教师嗓音健康的远程学习言语-语言-听力干预措施，并综合其主要特征和报告的结果。本整合性文献综述检索了五个科学数据库（SciELO、LILACS、PubMed、Scopus 和 Google Scholar），使用的描述词为 Faculty OR Teachers AND Voice OR Voice Disorders AND Distance Education。纳入英语、西班牙语和葡萄牙语的出版物，不限制出版日期。检索共获得209篇文章，经过仔细分析后纳入9篇。总体而言，这些实证研究报告在一些嗓音自评、听觉感知、声学和空气动力学指标上取得了有利结果。然而，这些发现应谨慎解读，因为并非所有研究都评估了相同的结果，很少有研究包含对照组，且一些出版物未提供干预后的实证数据。

英文摘要

This study aimed to map distance-learning speech-language-hearing interventions designed to promote teachers' vocal well-being and synthesize their main characteristics and reported outcomes. This integrative literature review searched five scientific databases (SciELO, LILACS, PubMed, Scopus, and Google Scholar), using the descriptors Faculty OR Teachers AND Voice OR Voice Disorders AND Distance Education. It included publications in English, Spanish, and Portuguese, without restriction on the publication date. The search retrieved 209 articles, nine of which were included after careful analysis. Overall, the empirical studies reported favorable outcomes in some vocal self-assessment, auditory-perceptual, acoustic, and aerodynamic measures. However, these findings should be interpreted cautiously because not all studies assessed the same outcomes, few included comparison groups, and some publications did not provide empirical post-intervention data.