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Voice Disorders in Teacher Students-A Prospective Study and a Randomized Controlled Trial
Ann-Christine Ohlsson1, Eva M Andersson1, Maria Södersten2
1Occupational and Environmental Medicine, Institute of Medicine, University of Gothenburg, Gothenburg SE-405 30, Sweden.
Journal of Voice : Official Journal of the Voice Foundation
|October 18, 2015
Summary
Voice education may help prevent voice problems in teacher students, though results were not statistically significant in this study. Consistent participation in voice training showed greater improvement for those with mild voice issues.
Area of Science:
- Occupational Health
- Speech and Language Pathology
- Education
Background:
- Teachers face high risks for voice disorders.
- Longitudinal studies on teacher voice problems are scarce.
- Teacher students may develop voice issues during training.
Purpose of the Study:
- To assess the long-term impact of voice education on teacher students with existing voice problems.
- To prospectively examine vocal health in students without baseline voice issues.
Main Methods:
- A randomized trial involving first-semester teacher students.
- Questionnaires assessed voice symptoms (Screen6) and voice handicap.
- Students with voice problems were randomized to voice training or control groups.
Main Results:
- Voice problems decreased more in the training group than the control group (not statistically significant).
- Subgroup analysis revealed significant improvement with complete training participation.
- 14% of students without baseline voice problems developed them by follow-up.
Conclusions:
- Voice problems are common among teacher students.
- Voice education appears to have a preventive effect, even with significant dropout.
- Further research on effective voice interventions for educators is warranted.
