Jałowska Magdalena, Wośkowiak Grażyna, Wiskirska-Woźnica Bożena
Wielkopolskie Centrum Medycyny Pracy / Greater Poland Center of Occupational Medicine, Poznań, Poland.
Uniwersytet Medyczny im. Karola Marcinkowskiego w Poznaniu / Poznan University of Medical Sciences, Poznań, Poland (Katedra i Klinika Foniatrii i Audiologii / Department of Phoniatrics and Audiology).
Med Pr. 2017 Jul 26;68(5):593-603. doi: 10.13075/mp.5893.00545. Epub 2017 Jul 11.
The aim of the study was to evaluate the rationale for training in voice emission and voice prophylaxis among teachers and to assess the effects of voice disorders rehabilitation in the selected group of teachers participating in the program "Protect your voice."
An anonymous survey was conducted among 463 teachers participating in the training part of the program. The effectivness of rehabilitation of teachers with occupational voice disorders was evaluated among 51 subjects (average age: 43 years) taking part in diagnostic and rehabilitation part of the program. Phonation voice exercises with speech therapist and physiotherapy (iontophoresis, inhalations and elektrostimulation) were administered. Evaluation of rehabilitation was based on phoniatric examination, including videostroboscopy and statistical calculations.
The survey showed that among teachers there is high demand (98%) for training in proper voice emission, hygiene and prevention of voice. The effectiveness of rehabilitation has been confirmed by the observed improvements in phonatory activities of larynx, proper breathing during phonation (p = 0.0000), the voice quality (p = 0.0022), prolonged phonation time (an average of 1.39 s), increased number of people who correctly activated resonators (p = 0.0000) and increased number of people with phonation without excesive muscle tension of the neck.
The results indicate that among all the professionally active teachers, there is a need for regular training of proper voice emission and vocal hygiene and then conduct individually phonation and breathing exercises, supported by the physiotherapy. This should be an effective method of voice disorders prevention in teachers. Med Pr 2017;68(5):593-603.
