Langzeiteffekte von Stimmgutachten und Stimmtraining bei Lehramtsstudenten

Zusammenfassung

Hintergrund Lehrer unterliegen lebenslang einer hohen stimmlichen Belastung und haben eine erhöhte Prävalenz, an einer Stimmstörung zu erkranken. Ziel dieser Studie war es, die langfristige Wirksamkeit des Stimmtrainings bei Lehramtsstudenten während ihres Berufslebens als Lehrer zu bewerten. Darüber hinaus untersuchten wir die Beziehung zwischen stimmlichen Eignungstests und der stimmlichen Gesundheit der Lehrer.

Methoden In einer multizentrischen Fall-Kontroll-Studie wurden 202 Lehrer (medianes Alter: 48 Jahre, 165 Frauen, 37 Männer) untersucht. Die Untersuchung bestand aus einer standardisierten Anamnese, Stimmleistungsdiagnostik, Laryngostroboskopie und Audiometrie. Die Probanden wurden als Fall gewertet, wenn mindestens 2 der folgenden Kriterien erfüllt waren: pathologischer videolaryngostroboskopischer Befund, pathologischer Stimmstatus, subjektive Stimmbeschwerden.

Ergebnisse 65/202 Lehrer wurden als Fälle gewertet. Im Vergleich der Gruppen waren die Fälle älter (p=0,001), arbeiteten häufiger an Grundschulen (p=0,008) und hatten mehr Probleme mit Reflux (p=0,002). 63,8% der Kontrollen hatten einen stimmlichen Eignungstest vor Aufnahme des Studiums absolviert, bei den Fällen 47,6% (p=0,031). In einer multivariaten Analyse zeigte sich eine OR von 1,6, eine Dysphonie zu entwickeln, wenn weder Stimmbildung noch eine Stimmeignungsprüfung im Studium stattgefunden hat.

Schlussfolgerung Viele Risikofaktoren, die mit einer Dysphonie im Lehrerberuf assoziiert sind, sind oft nur schwer oder gar nicht zu ändern. Die Stimmeignungsfeststellung und die Stimmbildung während des Studiums stellen eine Primärprävention berufsbedingter Dysphonien im Lehrerberuf dar.

Abstract

Objective Teachers are subject to exceptionally high vocal stress throughout their lives and have an increased prevalence of voice disorders. The aim of this study was to evaluate the long-term efficiency of voice training in student teachers during their lifelong career as a teacher. In addition, we investigated the relationship between vocal aptitude tests and teachers’ vocal health.

Methods In a multicentre case-control study, 202 teachers (median age: 48 years, 165 women, 37 men) were examined. The examination consisted of a standardised anamnesis, analysis of the voice, laryngostroboscopy and audiometry. Subjects were attributed to the case group if at least two of the following criteria were met: pathological videolaryngostroboscopic findings, pathological analysis of the voice, subjective vocal complaints.

Results 65/202 teachers were categorised as cases. Comparing the groups, cases were older (p=0.001), worked more often in primary schools (p=0.008) and had more problems with reflux (p=0.002). 63.8% of the controls had completed a vocal aptitude test before starting their studies, compared to 47.6% of the cases (p=0.031). A multivariate analysis showed an OR of 1.6 for developing dysphonia if neither voice training nor a vocal aptitude test has taken place during the course of study.

Conclusion Many risk factors associated with dysphonia in teachers are often difficult or impossible to change. Vocal aptitude tests and voice training during the studies represent a primary prevention of occupational dysphonia in the teaching profession.

Schlüsselwörter

Dysphonie - Prävention - Lehrer - Stimmgesundheit - Stimmeignungstest - Stimmbildung

Keywords

dysphonia - prevention - teachers - vocal health - vocal aptitude test - voice training

Publication History

Received: 25 April 2024

Accepted: 06 May 2024

Article published online:
06 June 2024

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