Żurek Michał, Jasak Kamil, Rzepakowska Anna
Department of Otorhinolaryngology, Head and Neck Surgery, Medical University of Warsaw, Poland.
Otolaryngol Pol. 2021 Dec 22;76(2):34-41. doi: 10.5604/01.3001.0015.6495.
<b> Aim:</b> The aim of the study was to analyze the impact of the COVID-19 pandemic and the related change of the teaching mode from stationary to distance learning on the severity of voice-related ailments among teachers. </br></br> <b> Materials and methods:</b> A questionnaire survey of teachers was conducted to assess voice disorders during stationary and remote work using the Vocal Tract Discomfort (VTDs) scale and Numeric Rating Scale (NRS), and the respondents' subjective feelings were assessed. Demographic and environmental factors associated with voice work were examined. Data on sickness absence, which were obtained from the "Health Needs Maps 2020" Ministry of Health's, were also analyzed. Responses were subjected to statistical analysis. A P-value level below 0.05 was considered statistically significant. </br></br> <b>Results:</b> 128 teachers participated in the survey. The overall assessment of voice disorders using VTDs and NRS scales showed no statistically significant differences for complaints between stationary and remote work. Detailed analysis revealed more se-vere voice disorders in teachers working more than 6 months remotely (P = 0.049) and having more than 20 lessons per week (P = 0.012). Subjective assessment confirmed a significantly lower percentage of teachers reporting voice disorders when wor-king remotely compared to stationary (P = 0.043). This resulted in less sickness absence and a 40% decrease in sick leave related to voice disorders in 2020 compared to 2019. </br></br> <b>Conclusions:</b> During the remote learning period of the COVID-19 pandemic, teachers reported lower severity of voice disor-ders and this influenced the reduction of sickness absences. There were no statistically significant differences in voice complaints as assessed by VTDs and NRS scales for both teaching modes. Several factors affecting the severity of vocal tract disorders were identified - the number of class hours per week (>20) for stationary teaching and a long period of remote teaching (>6 months).
目的：本研究旨在分析新冠疫情以及教学模式从线下转为线上学习对教师嗓音相关疾病严重程度的影响。
材料与方法：对教师进行问卷调查，使用声道不适（VTDs）量表和数字评分量表（NRS）评估线下和远程工作期间的嗓音障碍，并评估受访者的主观感受。研究了与嗓音工作相关的人口统计学和环境因素。还分析了从卫生部“2020年健康需求地图”获得的病假数据。对回答进行统计分析。P值水平低于0.05被认为具有统计学意义。
结果：128名教师参与了调查。使用VTDs和NRS量表对嗓音障碍的总体评估显示，线下和远程工作的嗓音问题投诉在统计学上无显著差异。详细分析显示，远程工作超过6个月的教师（P = 0.049）和每周授课超过20节的教师（P = 0.012）存在更严重的嗓音障碍。主观评估证实，与线下工作相比，远程工作时报告有嗓音障碍的教师比例显著更低（P = 0.043）。这导致病假减少，与2019年相比，2020年因嗓音障碍导致的病假减少了40%。
结论：在新冠疫情远程学习期间，教师报告的嗓音障碍严重程度较低，这影响了病假的减少。两种教学模式下，VTDs和NRS量表评估的嗓音问题在统计学上无显著差异。确定了几个影响声道障碍严重程度的因素——线下教学每周的课时数（>20节）以及长时间的远程教学（>6个月）。
