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Arabic Translation and Validation of the Voice Care Knowledge Questionnaire: A Comparative Study between Parents and
Shaimaa Ahmed Saleh Bakia1, Asmaa Younis Elsary2, Heba Ashour Mostafa1
1Phoniatrics Unit, Otorhinolaryngology Department, Faculty of Medicine, Beni-Suef University, Beni-Suef, Egypt.
Objective:
This study aimed to translate, culturally adapt, and validate the voice care knowledge questionnaire (VCKQ) and to evaluate the effectiveness of a structured educational intervention on voice care knowledge among parents and medical students.
Methods:
A three-phase design was employed. Phase 1 involved forward-backward translation, expert review, and cultural adaptation of the VCKQ. Phase 2 included validation through expert review and pilot testing with parents. Phase 3 evaluated the effect of a structured educational intervention using a quasi-experimental, pre-post design among parents (n = 133) and third-year medical students (n = 112). The intervention consisted of two standardized sessions delivered in-person (students) or online (parents). Knowledge scores were compared before and two months after the educational intervention.
Results:
The Arabic VCKQ demonstrated excellent psychometric properties, including high content validity index (I-CVI = 0.80-1.00; S-CVI/Ave = 0.99) and strong internal consistency (Cronbach's α = 0.922). Baseline knowledge of vocal hygiene was limited in both groups, with no major differences between parents and students. Following the intervention, mean total knowledge scores improved significantly for parents (11.05 ± 3.2 to 25.42 ± 2.0, P < 0.001) and students (10.99 ± 3.4 to 25.88 ± 1.9, P < 0.001), with large effect sizes (Cohen's d = 2.9-3.1). Misconceptions about whispering, throat clearing, and caffeine consumption showed the greatest improvements. Non-smoking parents demonstrated significantly higher gains than smoking parents did (P = 0.027).
Conclusions:
The Arabic VCKQ is a valid and reliable instrument for assessing voice care knowledge in Arabic-speaking populations. A structured educational intervention significantly enhanced evidence-based understanding of vocal hygiene among both parents and medical students. Integration of such educational programs into medical training and community education may reduce preventable voice disorders and promote healthier communication practices.
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