Vocal Load of University Professors: Preliminary Results

Carga vocal de los profesores universitarios: resultados preliminares

Published 2024-01-29 — Updated on 2024-02-03

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Vol. 6 No. 1 (2024)
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Research Article
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Vocal Load of University Professors: Preliminary Results. Rev. Investig. Innov. Cienc. Salud [Internet]. 2024 Feb. 3 [cited 2024 Nov. 25];6(1):73-97. Available from: https://riics.info/index.php/RCMC/article/view/241
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https://doi.org/10.46634/riics.241
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Cristiane Lemos Carvalho de Oliveira
Graduate Program in Health, Environment and Work; School of Medicine; Federal University of Bahia; Salvador; Bahia; Brazil
    https://orcid.org/0000-0002-8179-5241
    Denise Nunes Viola
    Department of Statistics; Institute of Mathematics and Statistics; Federal University of Bahia; Salvador; Bahia; Brazil
      https://orcid.org/0000-0001-8458-9489
      Tarciane Machado Miranda
      Speech-Language-Pathology-Hearing Sciences Department; Multidisciplinary Institute of Rehabilitation and Health; Federal University of Bahia; Salvador; Bahia; Brazil
        https://orcid.org/0000-0003-2795-7809
        Marcelo Santos de Souza
        Speech-Language-Pathology-Hearing Sciences Department; Multidisciplinary Institute of Rehabilitation and Health; Federal University of Bahia; Salvador; Bahia; Brazil
          https://orcid.org/0000-0002-9122-5883
          Maria Lúcia Vaz Masson
          Graduate Program in Health, Environment and Work; School of Medicine; Federal University of Bahia; Salvador; Bahia; Brazil. / Speech-Language-Pathology-Hearing Sciences Department; Multidisciplinary Institute of Rehabilitation and Health; Federal University of Bahia; Salvador; Bahia; Brazil.
            https://orcid.org/0000-0003-0733-1753
            Show authors biography

            Purpose. To describe the acoustic characteristics of a classroom, voice quality, fatigue, and vocal load of university professors.

            Methods. Exploratory, observational, longitudinal, and descriptive study with a single group of participants, including vocal monitoring data over two weeks. Acoustic characterization of the classroom, perceptual-auditory evaluation, and acoustic analysis of voice samples were conducted before and after classes. Vocal dosimetry was performed during classes, and the Vocal Fatigue Index (VFI) was assessed at the beginning of each week. Descriptive analysis of the findings was conducted, and randomization test was performed to verify the internal reliability of the judge.

            Results. All participants reported speaking loudly in the classroom, with the majority reporting vocal changes in the past six months, and only one participant reported a current vocal change. The classroom had acoustical measures and estimations that deviated from established standards. The professors used high vocal intensities during classes. After the classes, an increase in the absolute values of the aggregated data for CAPE-V, jitter, and fundamental frequency was found, varying within the range of normality. Furthermore, there was an observed increase in both post-lesson intensity and VFI when comparing the two-week period.

            Conclusions. Vocal intensities and VFI were possibly impacted by the acoustics of the classroom. The increase in average VFI between the weeks may be attributed to a cumulative fatigue sensation. Further research with a larger number of participants and in acoustically conditioned classrooms is suggested in order to evaluate collective intervention proposals aimed at reducing the vocal load on teachers.

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