Thomas George, Kooijman Piet G C, Donders A Rogier T, Cremers W R J, de Jong Felix I C R S
Department of Otorhinolaryngology, Radboud University Nijmegen Medical Centre, Nijmegen, The Netherlands.
J Voice. 2007 May;21(3):325-36. doi: 10.1016/j.jvoice.2005.12.003. Epub 2006 Feb 28.
A cross-sectional questionnaire survey was performed. The objectives of the study were to assess the psychosocial impact of current voice complaints as perceived by student-teachers with voice complaints in comparison with student-teachers without voice complaints, and to observe the pattern of risk factors in relation to their voice handicap. Subjects in the general population without a voice-demanding profession were selected as a reference group for limited comparison with the total group of student-teachers (future professional voice users). The respondents to the questionnaires were anonymous. Among the student-teachers, 17.2% reported current voice complaints in comparison with 9.7% of the reference group, and the odds ratio was 1.94, which showed the relative risk. Student-teachers had significantly greater total Voice Handicap Index (VHI) scores than the reference group (P = 0.034). The VHI subscale scores were not significantly different (P > 0.05). Student-teachers who reported current voice complaints had a significantly higher total VHI and subscale scores than student teachers without voice complaints (P < 0.001). Of the student-teachers without voice complaints, 17.0% had VHI scores greater than the 75th percentile. These persons may be neglecting their voice handicap and probably represent the false-negative cases in the estimation of voice complaints. Logistic regression analysis of each of the given risk factors with the VHI as the independent variable showed that the perceived negative influence of the given risk factors on their voices was significantly greater with increasing VHI scores across the VHI range. A significant correlation was observed between the number of perceived risk factors and increasing VHI scores across the VHI range. An increased awareness of risk factors in relation to their voice handicap would serve to motivate student-teachers to change factors that contributed to their voice problem. Attention to all risk factors, which the subjects perceive to be a risk, would aid in effective management of their voice handicap.
开展了一项横断面问卷调查。本研究的目的是评估有嗓音问题的实习教师与无嗓音问题的实习教师相比，当前嗓音问题对其心理社会的影响，并观察与嗓音障碍相关的危险因素模式。选取没有嗓音要求职业的普通人群作为参考组，以便与实习教师（未来的职业嗓音使用者）全组进行有限比较。问卷的受访者是匿名的。在实习教师中，17.2%报告有当前嗓音问题，而参考组为9.7%，比值比为1.94，显示了相对风险。实习教师的嗓音障碍指数（VHI）总分显著高于参考组（P = 0.034）。VHI分量表得分无显著差异（P > 0.05）。报告有当前嗓音问题的实习教师的VHI总分及分量表得分显著高于无嗓音问题的实习教师（P < 0.001）。在无嗓音问题的实习教师中，17.0%的人VHI得分高于第75百分位数。这些人可能忽视了他们的嗓音障碍，可能代表了嗓音问题评估中的假阴性病例。以VHI为自变量对每个给定危险因素进行逻辑回归分析表明，在整个VHI范围内，随着VHI得分增加，给定危险因素对其嗓音的感知负面影响显著增大。在整个VHI范围内，观察到感知危险因素的数量与VHI得分增加之间存在显著相关性。提高对与嗓音障碍相关危险因素的认识将有助于激励实习教师改变导致其嗓音问题的因素。关注受试者认为有风险的所有危险因素将有助于有效管理他们的嗓音障碍。
