Bibliometric analysis, systematic review of literature, and meta-analysis on the effect of amplification on voice production among teachers

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dc.article.number106544
dc.catalogadorgrr
dc.contributor.author Cantor-Cutiva, Lady Catherine
dc.contributor.authorAcevedo, Karol
dc.contributor.authorGuzman, Marco
dc.contributor.authorGonzalez, Juan Carlos
dc.contributor.authorCerda Sandoval, Felipe Enrique
dc.contributor.authorSmith, Catalina
dc.contributor.authorBehm, Isidora
dc.contributor.authorHunter, Eric
dc.date.accessioned2025-09-26T17:55:18Z
dc.date.available2025-09-26T17:55:18Z
dc.date.issued2025
dc.description.abstractBackground: 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
dc.format.extent14 páginas
dc.fuente.origenORCID
dc.identifier.doi10.1016/j.jcomdis.2025.106544
dc.identifier.eissn1873-7994
dc.identifier.issn 0021-9924
dc.identifier.pubmedid40609491
dc.identifier.scopusidSCOPUS_ID:105009653842
dc.identifier.urihttps://doi.org/10.1016/j.jcomdis.2025.106544
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/105789
dc.identifier.wosid WOS:001525689600001
dc.information.autorucDepartamento de Ciencias de la Salud; Cerda Sandoval, Felipe Enrique; 0000-0003-0794-8497; 1178628
dc.language.isoen
dc.nota.accesocontenido parcial
dc.revistaJournal of Communication Disorders
dc.rightsacceso restringido
dc.subjectVoice
dc.subjectAmplification
dc.subjectTeachers
dc.subjectOccupational health
dc.subject.ddc610
dc.subject.deweyMedicina y saludes_ES
dc.subject.ods04 Quality education
dc.subject.ods03 Good health and well-being
dc.subject.odspa04 Educación de calidad
dc.subject.odspa03 Salud y bienestar
dc.titleBibliometric analysis, systematic review of literature, and meta-analysis on the effect of amplification on voice production among teachers
dc.typeartículo
dc.volumen117
sipa.codpersvinculados1178628
sipa.indexPubmed
sipa.indexSCOPUS
sipa.indexWOS
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