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The Risk Factors of Voice Disorders in Non-University Teachers: A Systematic Review and Meta-Analysis
Guilian Jiang1, Xiangjing Xu2, Konghong Yu3
1Department of Otorhinolaryngology-Head and Neck Surgery, Second Clinical Medical College of China Three Gorges University, Yichang, China.
Journal of Voice : Official Journal of the Voice Foundation
|December 6, 2024
Summary
This meta-analysis identified key risk factors for voice disorders in teachers, including smoking, respiratory issues, stress, and vocal strain. Early intervention and preventive measures are crucial for mitigating these common occupational health problems.
Area of Science:
- Occupational Health
- Laryngology
- Public Health
Background:
- Teachers are recognized as a high-risk group for voice disorders.
- Existing research on risk factors is inconsistent, lacking uniform conclusions.
- This study addresses the need for a comprehensive understanding of voice disorder etiology in educators.
Purpose of the Study:
- To systematically identify and synthesize risk factors associated with voice disorders in non-university teachers.
- To provide evidence-based insights for the prevention, treatment, and management of voice disorders in this population.
Main Methods:
- A systematic review and meta-analysis of studies published up to January 14, 2024.
- Searches conducted across major databases (PubMed, Scopus, Web of Science, Embase, Wiley) and gray literature.
- Inclusion of cross-sectional or case-control studies; meta-analysis performed using a random effects model.
Main Results:
- Analysis of 23 studies involving 73,609 teachers identified significant risk factors.
- Key factors include: sex, smoking, upper respiratory tract infections, respiratory allergies, endocrine diseases, acid reflux, stress, classroom indiscipline, physical education, classroom noise, excessive speaking, throat clearing, shouting, and speaking loudly.
- Subgroup analyses indicated diagnostic tools may contribute to heterogeneity.
Conclusions:
- The development of voice disorders in teachers is often multifactorial.
- Multidimensional diagnosis is essential for understanding and managing voice disorders.
- Implementing early vocal training and preventive strategies is imperative to reduce the incidence of voice disorders.
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