理解教师对其职业相关嗓音的看法。

文献信息

中文摘要

目的： 本研究旨在描述一个大型教师群体的嗓音健康相关实践、嗓音使用需求和模式、既往嗓音相关培训的普及率，以及他们对未来（嗓音相关）培训的期望。另一个目的是评估对未来一项以制定针对教师群体的嗓音方案为中心的研究的兴趣。
方法： 美国共164名教师（学前至12年级）完成了一份匿名的28项在线问卷，内容涉及嗓音保健、嗓音使用、嗓音需求、嗓音困难、寻求健康行为、既往嗓音相关培训，以及对参与嗓音相关培训的看法和兴趣。
结果： 在164名教师受访者中，96%报告每日嗓音使用超过4小时，85%认为自己是职业嗓音使用者。嗓音相关症状很常见，超过85%报告与教学相关的声嘶，82%认可在教学一天后出现嗓音紧张、费力或疲劳，73%将嗓音疲劳直接归因于其职业。在出现声嘶者中，仅13%寻求了医学评估。大多数受访者从未接受过正式嗓音健康培训（80%）；然而，91%认为此类培训对教育工作者很重要，73%表示有兴趣参加培训项目，57%表示有兴趣参与未来针对教师的嗓音健康研究。
结论： 教师经历着巨大的嗓音需求，嗓音相关症状的患病率很高，但在嗓音健康/福祉方面接受的正式教育有限。总体而言，我们的研究描述了教师对职业嗓音使用的看法，并揭示了嗓音相关医学专业人员有机会在教育和倡导这一职业嗓音使用者群体方面发挥重要作用。研究结果支持制定针对教师的嗓音方案，作为预防性培训工具，以帮助减轻嗓音障碍相关症状的风险，并促进教师整个职业生涯中的嗓音持久性。

英文摘要

PURPOSE: The aim of this study was to characterize a large teacher population's vocal health-related practices, voice use requirements and patterns, prevalence of previous voice-related training(s), and their desire for future (voice-related) training. Another aim was to assess the interest in a future study centered on developing a voice protocol specific to the teacher population.
METHODS: A total of 164 teachers (preschool through 12th grade) in the United States completed an anonymous 28-item online questionnaire addressing voice care, voice use, vocal demands, vocal difficulties, health-seeking behaviors, prior voice-related training, and perceptions and interest regarding involvement in voice-related training.
RESULTS: Among 164 teacher respondents, 96% reported more than 4 hours of daily voice use and 85% identified as occupational voice users. Voice-related symptoms were common, with over 85% reporting teaching-related hoarseness, 82% endorsing vocal strain, effort, and/or fatigue following a day of teaching, and 73% attributing vocal fatigue directly to their profession. Only 13% of those experiencing hoarseness sought medical evaluation. Most respondents had never received formal vocal health training (80%); however, 91% believed such training is important for educators, 73% expressed interest in attending a training program, and 57% indicated interest in participating in future teacher-specific vocal health research.
CONCLUSIONS: Teachers experience substantial vocal demands and a high prevalence of voice-related symptoms but receive limited formal education regarding vocal health/well-being. Overall, our study characterizes teachers' perspectives regarding occupational voice use and reveals an opportunity for voice-related medical professionals to assume an important role in educating and advocating for this population of occupational voice users. The study findings support the development of a teacher-specific voice protocol to serve as a preventative training tool to help mitigate the risk of dysphonia-related symptoms and promote vocal longevity throughout the teacher's career.