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Voice Care from the Student Teachers' Perspective

2020; Elsevier BV; Volume: 35; Issue: 4 Linguagem: Inglês

10.1016/j.jvoice.2019.12.010

1873-4588

Iolanda Abreu Vasconcelos Alves, Valquíria Coelho Pina Paulino, Ana Lúcia Rezende Souza, María Alves Barbosa, Celmo Celeno Porto,

Respiratory and Cough-Related Research

Summary Objective Voice is an essential working tool in the teaching profession and thus needs to be acknowledged and cared for by student teachers. This study aimed to investigate the presence of vocal symptoms among fourth-year students of teacher education programs and whether students had received voice care advice during their education. Methods We conducted a descriptive cross-sectional study of 70 students in their final year of 9 teacher education programs at Regional Jataí of Universidade Federal de Goiás, Midwestern Brazil, from January to April 2017. Participants completed a questionnaire on sociodemographic, academic, and work-related characteristics, and were asked to answer an open-ended question on whether they had received any voice care advice during their education (and what type of advice if any). The Screening Index for Voice Disorder was then administered to all participants for self-reported vocal symptoms. Results Of 70 students included in the study, 81.4% were women with a mean age of 30 years. Overall, 62.9% were employed: 47.7% in the field of education and 52.3% in other activities. As for vocal symptoms, 35.7% reported ≥ 5 symptoms, including strained speech (51.4%), dry throat (50.0%), dry cough (48.6%), hoarseness (37.1%), and phlegm (35.7%). Most students (87.14%) did not receive voice care advice during their education. Among those who received advice (12.86%), voice care was limited to lay advice, such as drinking plenty of water, speaking in a lower voice, avoiding straining the voice by shouting, avoiding cold beverages, and drinking ginger tea. Conclusion Our findings highlight the need for the introduction of voice training during teacher education in order to promote efficient voice production and prevent occupational voice disorders among future teachers by raising awareness of the importance of voice care and the risk factors that may affect the voice directly or indirectly.