Factors associated with voice-related quality of life among teachers with voice complaints

This study evaluates whether the scores on the voice-related quality of life (V-RQOL) and voice activity and participation profile (VAPP) instruments show similar associations with socio-demographic characteristics, voice complaint characteristics, work-related factors, health conditions and consequences of voice complaints: and to assess agreement between V-RQOL and VAPP. In 12 primary and secondary public schools in Bogota, we conducted a cross-sectional study among 438 Colombian school teachers with voice complaints. Participants filled out a questionnaire on socio-demographic characteristics, voice complaint characteristics, work-related factors, health conditions, economic consequences of voice complaints, and voice-related quality of life, which was assessed using the V-RQOL and the VAPP. The factors associated with the scores on the V-RQOL and VAAP were analysed using multiple linear regression. Assessment of agreement between the V-RQOL and VAPP scores was performed using the Bland-Altman plot. Simple linear regression analysis was used to examine the relationship between VAPP and V-RQOL. Results showed that individual and work-related factors that were associated with the scores derived from the questionnaires were similar for the two instruments, namely severity of voice complaints, auditory symptoms, hearing impairment, class size, and poor acoustics in the workplace. The associations between the score and the economic consequences of voice complaints were also similar for the two instruments. The V-RQOL and VAPP scores were strongly associated with one another and showed high agreement with regard to teachers' perception of quality of life. These findings suggest that factors identified as being associated with the scores on the V-RQOL and VAPP are shared by the two instruments, showing that their approaches to quality-of-life assessment are similar. Both scales were strongly associated with one another and showed high agreement. Learning outcomes: Identify factors associated with scores on voice-related quality of life (V-RQOL) and voice activity and participation profile (VAPP). Identify whether the scores on V-RQOL and VAPP show similar associations with individual and work-related factors. Explain agreement between the scores on V-RQOL and VAPP. (C) 2014 Elsevier Inc. All rights reserved

Effects of noise and acoustics in schools on vocal health in teachers

Previous studies on the influence of noise and acoustics in the classroom on voice symptoms among teachers have exclusively relied on self-reports. Since self-reported physical conditions may be biased, it is important to determine the role of objective measurements of noise and acoustics in the presence of voice symptoms. To assess the association between objectively measured and self-reported physical conditions at school with the presence of voice symptoms among teachers. In 12 public schools in Bogot, we conducted a cross-sectional study among 682 Colombian school workers at 377 workplaces. After signed the informed consent, participants filled out a questionnaire on individual and work-related conditions and the nature and severity of voice symptoms in the past month. Short-term environmental measurements of sound levels, temperature, humidity, and reverberation time were conducted during visits at the workplaces, such as classrooms and offices. Logistic regression analysis was used to determine associations between work-related factors and voice symptoms. High noise levels outside schools (odds ratio [OR] = 1.83; 95% confidence interval [CI]: 1.12-2.99) and self-reported poor acoustics at the workplace (OR = 2.44; 95% CI: 1.88-3.53) were associated with voice symptoms. We found poor agreement between the objective measurements and self-reports of physical conditions at the workplace. This study indicates that noise and acoustics may play a role in the occurrence of voice symptoms among teachers. The poor agreement between objective measurements and self-reports of physical conditions indicate that these are different entities, which argue for inclusion of physical measurements of the working environment in studies on the influence of noise and acoustics on vocal health

Medical Costs and Productivity Costs Related to Voice Symptoms in Colombian Teachers

Objectives. To investigate the medical costs and productivity costs of voice symptoms among teachers and to assess the contribution of the characteristics of voice symptoms, sociodemographic characteristics, health conditions, and work-related factors to these costs. Study design. This is a cross-sectional study. Methods. In 2012, we conducted a longitudinal study in 12 public schools in Bogota D. C., Colombia. This study is focused on cross-sectional results obtained in the first stage of the data collection process. Participants filled out a questionnaire on sociodemographics, voice symptoms, work-related conditions, use of health care, productivity loss at work, and sickness absence. Multiple logistic regression analysis was used to explore associations among health care use, voice-related absenteeism and productivity loss with duration and severity of voice symptoms, sociodemographic characteristics, health conditions, and work-related factors. Results. In total, 621 Colombian teachers participated in this research, 438 of whom had self-reported voice complaints and who therefore made up the study population. Total medical costs and productivity costs due to presence of voice symptoms among teachers with voice complaints equaled around 37% of their monthly wage. Approximately, 3% of the costs were direct costs for health care use, and 97% were indirect costs for productivity losses. Severity of voice symptoms was significantly associated with health care use and absenteeism. Conclusions. Voice symptoms among teachers have important economic consequences because of health care use, voice-related absenteeism, and productivity loss at work

Associations between self-perceived voice disorders in teachers, perceptual assessment by speech-language pathologists, and instrumental analysis

Purpose: The three aims of this study were to assess agreement between self-perceived voice disorders, perceptual and instrumental assessment; to determine factors associated with perceptual voice assessment; and to determine which associated factors would serve as an initial screening tool for ascertainment of the presence or absence of voice disorders among teachers. Method: A cross-sectional study was conducted among 574 Colombian teachers. Participants filled in a questionnaire and recorded a voice sample. The voice samples were perceptually evaluated by a speech-language pathologist with the Grade, Roughness, Breathiness, Asthenia, and Strain (GRBAS) scale and objectively with an automated voice analysis for fundamental frequency, jitter, shimmer and maximum phonation time. Agreements between GRBAS scale, self-reported voice disorders and instrumental analysis were determined by unweighted Cohenns Kappa coefficients and receiver operating characteristic curves. Multivariate logistic regression analysis was used to identify variables associated with the perceptual assessment. Diagnostic performance of these variables was assessed by the area under the curve. Result: There was no agreement between self-reported voice disorders and GRBAS assessments. Maximum phonation time showed a slight agreement with perceptual assessment of voice disorders. Conclusion: Since these three methods offer different information, it is advisable to include all methods in ascertainment of voice disorders among teachers at work