Trial reportHealth and quality of life outcomes2013
Impact on quality of life in teachers after educational actions for prevention of voice disorders: a longitudinal study.
Trial report in Health and quality of life outcomes, 2013. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
4 citing papers in PubMed, 62 citations in OpenAlex.
- Tele-practice Versus In-Person Voice Therapy: Impacts on Vocal Characteristics of Voice Actors.Medical journal of the Islamic Republic of Iran · 2025Article
- Article
- Association Between Chronic Health Conditions and Quality of Life in Rural Teachers.Frontiers in psychology · 2019Article
- Voice deviation, dysphonia risk screening and quality of life in individuals with various laryngeal diagnoses.Clinics (Sao Paulo, Brazil) · 2018Article
Corrections and comments
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Authors and funding
6 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundVoice problems are more common in teachers due to intensive voice use during routine at work. There is evidence that occupational disphonia prevention programs are important in improving the quality voice and consequently the quality of subjects' lives.
aimTo investigate the impact of educational voice interventions for teachers on quality of life and voice.
methodsA longitudinal interventional study involving 70 teachers randomly selected from 11 public schools, 30 to receive educational intervention with vocal training exercises and vocal hygiene habits (experimental group) and 40 to receive guidance on vocal hygiene habits (control group control). Before the process of educational activities, the Voice-Related Quality of Life instrument (V-RQOL) was applied, and 3 months after conclusion of the activities, the subjects were interviewed again, using the same instrument. For data analysis, Prox MIXED were applied, with a level of significance α < 0.05.
resultsTeachers showed significantly higher domain and overall V-RQOL scores after preventive intervention, in both control and experimental groups. Nevertheless, there was no statistical difference in scores between the groups.
conclusionEducational actions for vocal health had a positive impact on the quality of life of the participants, and the incorporation of permanent educational actions at institutional level is suggested.
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Registered trials
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