Browsing by Author " Cantor-Cutiva, Lady Catherine "

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    Bibliometric analysis, systematic review of literature, and meta-analysis on the effect of amplification on voice production among teachers
    (2025) Cantor-Cutiva, Lady Catherine ; Acevedo, Karol ; Guzman, Marco; Gonzalez, Juan Carlos ; Cerda Sandoval, Felipe Enrique; Smith, Catalina ; Behm, Isidora; Hunter, Eric
    Background: Teaching is identified as a high-risk profession for developing voice disorders due tothe significant vocal demands placed on educators. This can lead to symptoms such as vocalfatigue, adversely affecting their quality of life. One common intervention is the provision of voice amplification systems, which have been reported to reduce vocal strain by enabling teachers to speak at lower volumes, thereby potentially improving voice quality and minimizing vocal fold damage. Despite these benefits, various factors such as adoption rates, technical issues, and the need for proper use and training can influence the effectiveness of these systems. This study systematically reviews the literature and conducts a meta-analysis to determine the impact of voice amplification on teachers’ vocal function. Methods: The results reported in this manuscript are based on a bibliometric analysis and systematic literature review using seven databases, selecting 20 relevant publications from an initial pool of 462, and performing a meta-analysis to compare vocal metrics with and withoutamplification. Results: The meta-analysis indicated that voice amplification systems tend to positively affect fundamental frequency, sound pressure level (SPL), and phonation time percentage; however,these effects were not statistically significant. The analysis also suggests no significant publicationbias, though the quality of the included publications varied: 15 % were rated as strong, 25 % asmoderate, and 60 % as weak.Conclusion and Recommendations: The study concludes that voice amplification systems showpotential benefits for teachers’ vocal health. However, their implementation should be part of abroader strategy that includes education, training, and regular monitoring to maximize theireffectiveness
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    Prospective Teacher's Voice Questionnaire (PTVQ): Development of a Questionnaire to Assess Training-Related Voice Symptoms Among Prospective Teachers
    (Elsevier Inc., 2024) Cantor-Cutiva, Lady Catherine; Malebrán, Celina; Oliveira, Iára Bittante de; Cerda Sandoval, Felipe Enrique; Dalmasso, María del Carmen; Díaz, Adriana; Manzano, Carlos; Morales, Alejandro; Piccolotto Ferreira, Léslie; Ramonda, Jessica; Vaz Masson, Maria Lúcia
    Aim: To develop and validate a self-administered population-specific survey, available in Spanish, Portuguese, and English, which investigates the prevalence of voice symptoms and perceptions of risk factors associated with training among prospective teachers. Methods: The present study had three stages: the first stage included a literature review and content validation by experts that supported the survey development. From this phase, we defined five aspects of the Prospective Teacher's Voice Questionnaire (PTVQ): (1) target population, (2) research objectives, (3) questions to be included, (4) scales for the answers, and (5) relevance, comprehensiveness, clarityclarity, and understandability of the questions. This process was performed in parallel for the three languages (Spanish, Portuguese, and English). The second stage included pilot testing. This involved administering the first draft of the survey to a group of 120 students to evaluate the feasibility and effectiveness of the survey instrument, identify any potential problems with the survey, and refine the instrument based on feedback from the pilot participants. The third stage includes the restructuring of the questionnaire's voice quality section to eliminate redundant questions. Through Principal Component Analysis, multicollinear variables were condensed, facilitating the removal of redundant items, and ensuring that the final questionnaire comprised only the most relevant and discriminative questions. Results and discussion: The final version of the survey, available in Spanish, Portuguese, and English, consists of four sections with a total of 57 questions. The development of the PTVQ represents a significant step toward better understanding and addressing voice disorders among prospective teachers. Future research could further refine the questionnaire and explore its predictive validity in identifying individuals at risk of voice disorders early in their teaching careers. Additionally, interventions based on the findings from the PTVQ could be developed to support the voice health and well-being of prospective teachers, ultimately improving teaching quality and job satisfaction in educational settings.