在学校教师的声音疲劳指数 (VFI) 的项目等级 - - 来自南印度的一项研究
Sreya Srinivas1, R Poovaraghavan2, Prakash Boominathan1
1Sri Ramachandra Faculty of Audiology and Speech Language Pathology, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University), Chennai, India.
Journal of voice : official journal of the Voice Foundation
|September 19, 2024
概括
声声疲劳在学校教师中很普遍,但声声疲劳指数 (VFI) 可能无法完全捕捉到这一职业危险. 对于专业特定的评估工具,需要进一步的研究.
科学领域:
- 语音语言病理学 语言病理学
- 职业健康 职业健康 职业健康
- 教育心理学教育心理学
背景情况:
- 语音疲劳是教育工作者常见的抱怨,影响他们的职业表现和幸福感.
- 语音疲劳指数 (VFI) 是用来评估语音疲劳的工具,但它在不同人群中的适用性需要研究.
研究的目的:
- 在学校教师使用莫肯缩放分析 (MSA) 确定声声疲劳指数 (VFI) 的项目层次.
- 评估VFI在识别印度奈教师声乐疲劳方面的有效性.
主要方法:
- 一项涉及来自印度奈的362名学校教师的横截面研究.
- 数据收集包括人口统计信息,语音需求细节和VFI分数.
- 使用了莫肯缩放分析 (MSA),曼-惠特尼U测试和皮尔森的千平方测试.
主要成果:
- 75.5%的教师报告说,他们经历了声音疲劳.
- 在男性和女性教师之间发现了声音疲劳的显著差异 (P=0.01).
- 在VFI因子I和多年的教学经验 (P=0.02) 之间观察到积极的关联.
- MSA将VFI分为两个尺度 (因素I和II,以及因素III),但所有尺度都表现出低的洛文格系数.
结论:
- 虽然VFI是可靠的,但它可能无法全面评估一般学校教师群体中的声乐疲劳.
- 需要专业特定的,文化相关的声乐疲劳评估工具.
- 现有工具的调整和翻译可能缺乏足够的临床实用性.
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