Efecto autoinformado de los videos de promoción de la salud vocal en docentes

Self-reported Effects of Vocal Health Promotion Videos on Teachers

Publicado 2024-08-02

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Efecto autoinformado de los videos de promoción de la salud vocal en docentes. Rev. Investig. Innov. Cienc. Salud [Internet]. 2024 Aug. 2 [cited 2024 Nov. 21];:In press. Available from: https://riics.info/index.php/RCMC/article/view/318
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https://doi.org/10.46634/riics.318
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Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.

Glauciene Amaral Martins
Department of Physiotherapy, Speech Therapy, and Occupational Therapy; Faculty of Medicine – FMUSP; University of São Paulo; São Paulo; Brazil.
    https://orcid.org/0000-0001-9435-8078
    Marcia Simões-Zenari
    Department of Physiotherapy, Speech Therapy, and Occupational Therapy; Faculty of Medicine – FMUSP; University of São Paulo; São Paulo; Brazil
      https://orcid.org/0000-0003-0505-6655
      Katia Nemr
      Department of Physiotherapy, Speech Therapy, and Occupational Therapy; Faculty of Medicine – FMUSP; University of São Paulo; São Paulo; Brazil.
        https://orcid.org/0000-0002-8662-2702
        Mostrar biografía de los autores

        Introducción. La orientación sobre la promoción de la salud vocal puede ser beneficiosa para los profesores. Sin embargo, el impacto de presentar dicha orientación en formato de video no está bien comprendido.

        Objetivo. Evaluar los efectos autorreportados de videos de promoción de la salud vocal en un grupo de profesores.

        Método. Estudio observacional transversal. Se distribuyeron dos videos con orientación de terapia del habla para el manejo de la voz en clases remotas y el retorno presencial durante la pandemia de Covid-19 a 1081 profesores. Posteriormente, se administró un cuestionario en línea a los profesores para evaluar su aprendizaje de los videos, cambios en hábitos vocales como resultado del contenido, comportamientos específicos modificados y sugerencias para iniciativas adicionales de promoción de la salud. Se realizaron análisis descriptivos e inferenciales utilizando la prueba U de Mann-Whitney y la prueba exacta de Fisher.

        Resultados. Treinta y tres profesores participaron en el estudio. Los participantes proporcionaron evaluaciones positivas de los videos y reportaron implementar cambios tanto en sus hábitos vocales como en sus prácticas de enseñanza. Además, notaron mejoras en sus voces después de ver los videos. Los cambios en el comportamiento incluyeron la reducción del tabaquismo, aumento en la ingesta de agua, disminución en gritos y aclaraciones de garganta, mejora en la relajación y reducción de la tensión durante las clases y hábitos alimenticios mejorados. La mayoría de los profesores indicaron que la orientación remota de terapia del habla era más accesible en comparación con las consultas presenciales.

        Conclusiones. Los videos fomentaron la autopercepción y facilitaron cambios positivos, resultando en una mejor salud vocal y comunicación entre los profesores.

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