Evidence map›Paper›PMID 34610882›Full record

ArticleJournal of voice : official journal of the Voice Foundation2024

COVID-19 and Remote Learning: Predictive Factors of Perceived Improvement or Worsening of the Voice in Brazilian Teachers.

Katia Nemr, Marcia Simões-Zenari, Vanessa Cássia de Almeida Cologis, Glauciene Amaral Martins, Isabele Tiemi Saito, Renata da Silva Gonçalves

Open access · bronzeAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of voice : official journal of the Voice Foundation, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
2.0field-weighted citation impact, top 13% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

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.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed, 23 citations in OpenAlex.

  1. The Effects of COVID-19 on Voice.World journal of otorhinolaryngology - head and neck surgery · 2025
    Review
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors at 1 institution in 1 country.

Katia NemrDepartment of Speech Therapy, Physiotherapy and Occupational Therapy, University of São Paulo Medical School, São Paulo, SP, Brazil.
Marcia Simões-ZenariDepartment of Speech Therapy, Physiotherapy and Occupational Therapy, University of São Paulo Medical School, São Paulo, SP, Brazil. Electronic address: marciasz@usp.br.
Vanessa Cássia de Almeida CologisDepartment of Speech Therapy, Physiotherapy and Occupational Therapy, University of São Paulo Medical School, São Paulo, SP, Brazil.
Glauciene Amaral MartinsDepartment of Speech Therapy, Physiotherapy and Occupational Therapy, University of São Paulo Medical School, São Paulo, SP, Brazil.
Isabele Tiemi SaitoDepartment of Speech Therapy, Physiotherapy and Occupational Therapy, University of São Paulo Medical School, São Paulo, SP, Brazil.
Renata da Silva GonçalvesDepartment of Speech Therapy, Physiotherapy and Occupational Therapy, University of São Paulo Medical School, São Paulo, SP, Brazil.
Universidade de São Paulo · BR

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

objectivesGiven the transformations in teaching modalities as a result of the COVID-19 pandemic, this study aimed to evaluate the factors associated with vocal self-perception during the pandemic and to investigate the ability of selected variables to predict changes in vocal self-perception in teachers with professional vocal demands during the investigated period. STUDY

designCross-sectional survey.

methodA total of 1,126 teachers of both genders (ages 19-78 years, average 43.23 years) who were participating in remote teaching activities using their voice answered the online questionnaire. To characterize vocal changes (improvement, worsening or no change), the teachers' self-assessment of their voice quality was considered; the association between the variables reported in the questionnaire and vocal changes was analyzed, as was the capacity of these variables for predicting voice changes.

resultsMost of the teachers worked at a public school, reported having no previous voice changes or difficulties with their voice during online classes and indicated that they began to use their voice less often and with reduced intensity during the pandemic. Vocal demands were divided between teaching synchronous online classes, recording video lessons and participating in online meetings. Several variables were associated with voice improvement and worsening, and some had the capacity to predict voice changes: improvement in voice quality was associated with working in a public school or as an autonomous teacher, reduced voice use and, to a lesser extent, participating in online meetings, certain vocal habits and a reduction in vocal symptoms; worsening voice quality was associated with working in a private school, increased voice use, using the voice at a higher intensity, difficulty with the voice in online classes, vocal habits and vocal symptoms.

conclusionThe context of remote education has changed the way teachers communicate during classes, and monitoring is necessary to ensure that necessary adaptations are made to preserve the voice and ensure effective communication.

Indexed as

COVID-19Occupational DiseasesVoice DisordersBrazilCross-Sectional StudiesFemaleHumansMalePandemicsSchool TeachersSurveys and QuestionnairesCoronavirusPandemicSelf-assessmentSigns and symptomsTeacherVoiceVoice disorders

Identifiers

PMID34610882
PMCPMC8421100
OpenAlexW3197133270

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.