阿曼大学教师对嗓音卫生的知识与实践及相关嗓音症状：尼兹瓦大学的一项横断面研究

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中文摘要

目的： 评估阿曼高校教师的嗓音症状相关知识、实践及相关因素。
方法： 于2025年12月至2026年5月开展了一项描述性横断面调查。邀请全职教师（经验≥6个月）完成在线问卷，内容包括人口学资料、嗓音症状、嗓音障碍指数-10（VHI-10）以及嗓音卫生意识/实践。样本量采用Cochran公式计算（估计患病率41%、误差范围8%、无应答率20%），得出目标样本量为176；共179名教师作答。采用非参数检验、Spearman相关、McNemar检验和配对t检验进行分析。
结果： 嗓音障碍（VHI-10≥11）的患病率为22.9%（轻度15.1%、中度4.5%、重度3.4%）。咽喉干燥（43.0%）和嗓音疲劳（38.0%）最为常见。每周教学时数与VHI-10呈正相关（rₛ = 0.27，P = 0.001）；每周授课>15小时的教师得分高于授课5-10小时者（P = 0.024）。嗓音卫生熟悉度平均为2.03/5；无参与者接受过正式培训。知识与实践之间的差距较大（Cohen's d = 0.93），以麦克风使用方面的差距最大（54.2%）。医疗卫生领域的教师所采取的实践与其他教师无差异（P = 0.347）。
结论： 超过五分之一的阿曼大学教师存在嗓音障碍，其与繁重的教学负荷及较大的知识-实践差距相关。这些初步发现虽需通过多机构纵向研究加以证实，但识别出了可能可改变的因素，即教学负荷、教室扩音设备及嗓音卫生实践，值得在未来机构举措中予以考虑。

英文摘要

OBJECTIVES: To assess the knowledge, practices, and associated factors of vocal symptoms among college Teaching faculty in Oman.
METHODS: A descriptive cross‑sectional survey was conducted between December 2025 and May 2026. Full‑time Teaching faculty (≥6 months experience) were invited to complete an online questionnaire comprising demographics, voice symptoms, the Voice Handicap Index‑10 (VHI‑10), and vocal hygiene awareness/practice. Sample size was calculated using Cochran's formula (41% estimated prevalence, 8% margin of error, 20% non‑response), yielding a target of 176; 179 Teaching faculty responded. Non‑parametric tests, Spearman's correlation, McNemar's test, and paired t test were used.
RESULTS: Prevalence of voice handicap (VHI‑10 ≥11) was 22.9% (mild 15.1%, moderate 4.5%, severe 3.4%). Throat dryness (43.0%) and voice fatigue (38.0%) were most common. Weekly teaching hours correlated positively with VHI‑10 (rₛ = 0.27, P = 0.001); Teaching faculty teaching >15 hours/week had higher scores than those teaching 5-10 hours (P = 0.024). Mean vocal hygiene familiarity was 2.03/5; no participant had formal training. Knowledge‑practice gap was large (Cohen's d = 0.93), greatest for microphone use (54.2% gap). Healthcare Teaching faculty did not differ from others in the practices followed (P = 0.347).
CONCLUSION: Over one‑fifth of Omani university Teaching faculty experience voice handicap, associated with heavy teaching loads and a large knowledge‑practice gap. These preliminary findings, while requiring confirmation through multi-institutional longitudinal studies, identify potentially modifiable factors, namely teaching load, classroom amplification devices, and vocal hygiene practice, that may be worthy of consideration in future institutional initiatives.