Factores asociados al presentismo laboral y la calidad de vida relacionada con la voz en docentes universitarios colombianos dictando clases virtuales en tiempos de COVID-19
Objetivo. Identificar factores asociados al presentismo laboral y la calidad de vida relacionada con la voz en docentes universitarios colombianos con clases virtuales en tiempos de COVID-19. Metodología. Estudio transversal en el que veintinueve docentes de una universidad pública de Colombia participaron. Se utilizó un cuestionario en línea en la plataforma Google Forms, en el que se incluyeron preguntas sobre sintomatología vocal, calidad de vida asociada a la voz y al presentismo laboral asociado con sintomatología vocal. El análisis estadístico se realizó utilizando el software SPSS 25 (IBM Corporation). Resultados. El análisis multivariado de los factores asociados con el presentismo mostró que cuatro variables aumentaban los días de... Ver más
Guardado en:
2665-2056
5
2023-11-30
164
177
Revista de Investigación e Innovación en Ciencias de la Salud - 2023
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
info:eu-repo/semantics/openAccess
http://purl.org/coar/access_right/c_abf2
| id |
00b4ca23c2c2b6b6b50a391682e5e095 |
|---|---|
| record_format |
ojs |
| institution |
FUNDACION UNIVERSITARIA MARIA CANO |
| thumbnail |
https://nuevo.metarevistas.org/FUNDACIONUNIVERSITARIAMARIACANO/logo.png |
| country_str |
Colombia |
| collection |
Revista de Investigación e Innovación en Ciencias de la Salud |
| title |
Factores asociados al presentismo laboral y la calidad de vida relacionada con la voz en docentes universitarios colombianos dictando clases virtuales en tiempos de COVID-19 |
| spellingShingle |
Factores asociados al presentismo laboral y la calidad de vida relacionada con la voz en docentes universitarios colombianos dictando clases virtuales en tiempos de COVID-19 Rute Sanabria, Bibiana Omaira Atará-Piraquive, Ángela Patricia Cantor-Cutiva, Lady Catherine Síntomas vocales fatiga vocal calidad de vida asociada a la voz presentismo docentes voice fatigue voice-associated quality of life presenteeism teachers Vocal symptoms |
| title_short |
Factores asociados al presentismo laboral y la calidad de vida relacionada con la voz en docentes universitarios colombianos dictando clases virtuales en tiempos de COVID-19 |
| title_full |
Factores asociados al presentismo laboral y la calidad de vida relacionada con la voz en docentes universitarios colombianos dictando clases virtuales en tiempos de COVID-19 |
| title_fullStr |
Factores asociados al presentismo laboral y la calidad de vida relacionada con la voz en docentes universitarios colombianos dictando clases virtuales en tiempos de COVID-19 |
| title_full_unstemmed |
Factores asociados al presentismo laboral y la calidad de vida relacionada con la voz en docentes universitarios colombianos dictando clases virtuales en tiempos de COVID-19 |
| title_sort |
factores asociados al presentismo laboral y la calidad de vida relacionada con la voz en docentes universitarios colombianos dictando clases virtuales en tiempos de covid-19 |
| description |
Objetivo. Identificar factores asociados al presentismo laboral y la calidad de vida relacionada con la voz en docentes universitarios colombianos con clases virtuales en tiempos de COVID-19.
Metodología. Estudio transversal en el que veintinueve docentes de una universidad pública de Colombia participaron. Se utilizó un cuestionario en línea en la plataforma Google Forms, en el que se incluyeron preguntas sobre sintomatología vocal, calidad de vida asociada a la voz y al presentismo laboral asociado con sintomatología vocal. El análisis estadístico se realizó utilizando el software SPSS 25 (IBM Corporation).
Resultados. El análisis multivariado de los factores asociados con el presentismo mostró que cuatro variables aumentaban los días de presentimos laboral, siendo el reporte de síntomas de voz en el mes previo a la recolección de datos la variable que aumentó en mayor proporción, seguido de estado civil soltero, número de estudiantes y el factor 2 del IFV. Respecto a los factores asociados de la calidad de vida relacionada con la voz, el análisis multivariado mostró que el reporte de incomodidad física asociada con la fonación (Factor 2 del IFV) fue la única variable que permaneció estadísticamente significativa.
Conclusión. La fatiga vocal y la incomodidad física asociada con la fonación, así como el estado civil, están asociados con el presentismo vocal y la calidad de vida relacionada con la voz. Estos resultados resaltan las implicaciones de la sintomatología vocal en la salud, el bienestar y la economía de los docentes y las instituciones educativas, información que es importante cuando se requiere priorizar medidas preventivas y estrategias de intervención para los síntomas de voz y la fatiga vocal en docentes.
|
| description_eng |
Objective. To identify associated factors of work presenteeism and voice-related quality of life among Colombian college professors teaching online classes during the COVID-19 pandemic.
Methods. Cross-sectional study with the participation of twenty-nine college professors from a public university in Colombia. An online survey on the Google Forms platform was used for data collection and included questions about voice symptoms, voice-related quality of life, and work presenteeism due to voice disorders. Statistical analysis was performed using SPSS 25 software (IBM Corporation).
Results. Multivariate analysis showed that four variables increased the number of presenteeism days. The variable with the higher effect was voice symptoms in the month before data collection, followed by being single, the number of students, and Factor 2 of the Vocal Fatigue Index. Regarding factors associated with voice-related quality of life, multivariate analysis showed that reporting physical discomfort during phonation (Factor 2 of the Vocal Fatigue Index) was the only variable that remained statistically significant.
Conclusion. Vocal fatigue and physical discomfort during phonation, as well as marital status, are associated with work presenteeism and voice-related quality of life. These results highlight the consequences of voice symptoms on health, well-being, and economy of teachers and institutions. This information is important when preventive measurements and intervention strategies for voice symptoms and vocal fatigue among teachers need to be prioritized.
|
| author |
Rute Sanabria, Bibiana Omaira Atará-Piraquive, Ángela Patricia Cantor-Cutiva, Lady Catherine |
| author_facet |
Rute Sanabria, Bibiana Omaira Atará-Piraquive, Ángela Patricia Cantor-Cutiva, Lady Catherine |
| topicspa_str_mv |
Síntomas vocales fatiga vocal calidad de vida asociada a la voz presentismo docentes |
| topic |
Síntomas vocales fatiga vocal calidad de vida asociada a la voz presentismo docentes voice fatigue voice-associated quality of life presenteeism teachers Vocal symptoms |
| topic_facet |
Síntomas vocales fatiga vocal calidad de vida asociada a la voz presentismo docentes voice fatigue voice-associated quality of life presenteeism teachers Vocal symptoms |
| citationvolume |
5 |
| citationissue |
2 |
| publisher |
Fundación Universitaria María Cano |
| ispartofjournal |
Revista de Investigación e Innovación en Ciencias de la Salud |
| source |
https://riics.info/index.php/RCMC/article/view/182 |
| language |
Español |
| format |
Article |
| rights |
https://creativecommons.org/licenses/by-nc-nd/4.0/deed.es Revista de Investigación e Innovación en Ciencias de la Salud - 2023 This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 |
| references |
Thibeault SL, Merrill RM, Roy N, Gray SD, Smith EM. Occupational risk factors associated with voice disorders among teachers. Ann Epidemiol. 2004 Nov;14(10):786-92. doi: https://doi.org/10.1016/j.annepidem.2004.03.004 2. Martins RHG, Pereira ERBN, Hidalgo CB, Tavares ELM. Voice disorders in teachers. A review. J Voice. 2014 Nov;28(6):716-24. doi: https://doi.org/10.1016/j.jvoice.2014.02.008 3. Cantor Cutiva LC, Burdorf A. Effects of noise and acoustics in schools on vocal health in teachers. Noise Health. 2015 Feb;17(74):17-22. doi: https://doi.org/10.4103/1463-1741.149569 4. Cantor Cutiva LC, Vogel I, Burdorf A. Voice disorders in teachers and their associations with work-related factors: a systematic review. J Commun Disord. 2013 Abr;46(2):143-55. doi: https://doi.org/10.1016/j.jcomdis.2013.01.001 5. Moy FM, Hoe VCW, Hairi NN, Chu AHY, Bulgiba A, Koh D. Determinants and effects of voice disorders among secondary school teachers in peninsular malaysia using a validated malay version of VHI-10. PloS One. 2015;10(11):e0141963. doi: https://doi.org/10.1371/journal.pone.0141963 6. Trinite B. Epidemiology of Voice Disorders in Latvian School Teachers. J Voice. 2017 Jul;31(4):508.e1-508.e9. doi: https://doi.org/10.1016/j.jvoice.2016.10.014 7. Devadas U, Bellur R, Maruthy S. Prevalence and Risk Factors of Voice Problems Among Primary School Teachers in India. J Voice. 2017 Ene;31(1):117.e1-117.e10. doi: https://doi.org/10.1016/j.jvoice.2016.03.006 8. Rantala LM, Hakala S, Holmqvist S, Sala E. Classroom Noise and Teachers' Voice Production. J Speech Lang Hear Res. 2015 Oct;58(5):1397-406. doi: https://doi.org/10.1044/2015_JSLHR-S-14-0248 9. Lyberg Ahlander V, Pelegrin Garcia D, Whitling S, Rydell R, Lofqvist A. Teachers' voice use in teaching environments: a field study using ambulatory phonation monitor. J Voice. 2014 Nov;28(6): 841.e5-841.e15. doi: https://doi.org/10.1016/j.jvoice.2014.03.006 10. Korn GP, Augusto de Lima Pontes A, Abranches D, Augusto de Lima Pontes P. Hoarseness and Risk Factors in University Teachers. J Voice. 2015 Jul;29(4): 518.e21-518.e28. doi: https://doi.org/10.1016/j.jvoice.2014.09.008 11. Cediel MR, Neira JAR. Analysis of teacher working environment: factors that influence the voice. Audiol Commun Res. 2014 Dic;19(4):399-405. doi: https://doi.org/10.1590/S2317-64312014000400001337 12. Chanto Espinoza CL, Mora Peralta M. De la presencialidad a la virtualidad ante la pandemia de la Covid-19: Impacto en docentes universitarios. Rev Digit Investig En Docencia Univ. 2021;15(2): 1-16. doi: https://doi.org/10.19083/ridu.2021.1342 13. Nusseck M, Immerz A, Richter B, Traser L. Vocal Behavior of Teachers Reading with Raised Voice in a Noisy Environment. Int J Environ Res Public Health. 2022 Jul 22;19(15). doi: https://doi.org/10.3390/ijerph19158929 14. Carrillo-González A, Atará-Piraquive ÁP. Vocal health and stress: the occupational voice users' perspective during the COVID-19 pandemic. Revista de Investigación e Innovación en Ciencias de la Salud. 2020;2(2): 102-10. doi: https://doi.org/10.46634/riics.38 15. Nemr K, Simões-Zenari M, Almeida VC de, Martins GA, Saito IT. COVID-19 and the teacher's voice: self-perception and contributions of speech therapy to voice and communication during the pandemic. Clinics. 2021;76. doi: https://doi.org/10.6061/clinics/2021/e2641 16. Cantor Cutiva LC, Burdorf A. Work-Related Determinants of Voice Complaints Among School Workers: An Eleven-Month Follow-Up Study. Am J Speech Lang Pathol. 2016;25(4):590-7. doi: https://doi.org/10.1044/2016_AJSLP-14-0191 17. Alarfaj A, Alyahya K, Alutaibi H, Alarfaj M, Alhussain F. The Effect of Online Teaching on Vocal Health Among Saudi Teachers During COVID-19 Pandemic. J Voice [Internet]. En prensa 2022. doi: http://dx.doi.org/10.1016/j.jvoice.2022.04.006 18. Cantor-Cutiva LC. Relationship Between Room Acoustics With Voice Symptoms and Voice-Related Quality of Life Among Colombian School and College Teachers During Online Classes in Times of COVID-19 Pandemic. J Voice [Internet]. En prensa 2022. doi: http://dx.doi.org/10.1016/j.jvoice.2022.03.008 19. Patjas M, Vertanen-Greis H, Pietarinen P, Geneid A. Voice symptoms in teachers during distance teaching: a survey during the COVID-19 pandemic in Finland. Eur Arch Otorhinolaryngol. 2021;278:4383-90. doi: https://doi.org/10.1007/s00405-021-06960-w 20. Cantor-Cutiva LC, Dalmasso M del C, Malebrán Bezerra de Mello MC. Association between voice symptoms and college professors' home working conditions during online classes in times of COVID-19 pandemic. Revista de Investigación e Innovación en Ciencias de la Salud. 2022;4(1):62-72. doi: https://doi.org/10.46634/riics.124 21. Cantor Cutiva LC, Burdorf A. Medical Costs and Productivity Costs Related to Voice Symptoms in Colombian Teachers. J Voice. 2015 Nov;29(6): 776.e15-776.e22. doi: https://doi.org/10.1016/j.jvoice.2015.01.005 22. Cantor Cutiva LC, Burdorf A. Factors associated with voice-related quality of life among teachers with voice complaints. J Commun Disord. 2014 Dic;52:134-42. doi: https://doi.org/10.1016/j.jcomdis.2014.05.003 23. Atará-Piraquive ÁP, Sanabria BOR, Cantor-Cutiva LC. Productivity costs associated to voice symptoms, low sleep quality, and stress among college professors during homeworking in times of COVID-19 Pandemic. Revista de Investigación e Innovación en Ciencias de la Salud. 2022;4(1): 4-15. doi: https://doi.org/10.46634/riics.131 24. Schultz A, Edington D. Employee Health and Presenteeism: A Systematic Review. J Occup Rehabil. 2007;17(3):547-79. doi: https://doi.org/10.1007/s10926-007-9096-x 25. Schnabel C. Presenteeism at the workplace. IZA World Labor. 2022. doi: https://doi.org/10.15185/izawol.495 26. Howard KJ, Howard JT, Smyth AF. The problem of absenteeism and presenteeism in the workplace. Handb Occup Health Wellness. 2012;151-79. doi: https://doi.org/10.1007/978-1-4614-4839-6_8 27. Kinman G, Grant C. Presenteeism during the COVID-19 pandemic: risks and solutions. Occupational medicine. 2021;71(6-7):243-4. doi: https://doi.org/10.1093/occmed/kqaa193 28. Van Der Feltz-Cornelis CM, Varley D, Allgar VL, De Beurs E. Workplace stress, presenteeism, absenteeism, and resilience amongst university staff and students in the COVID-19 lockdown. Front Psychiatry. 2020;11:588803. doi: https://doi.org/10.3389/fpsyt.2020.588803 29. Rojas-Roque C, López-Bonilla I. In the classroom but absent: Evidence of sickness presenteeism among teachers at four public schools. J Taibah Univ Med Sci. 2022;17(6):1051-9. doi: https://doi.org/10.1016/j.jtumed.2022.06.012 30. Carrillo González A. Caracterización de la relación sueño y estrés con el funcionamiento vocal en docentes universitarios [tesis de maestría] [Internet]. [Bogotá, Colombia]: Universidad Nacional de Colombia; 2020. 131 p. Disponible en: https://repositorio.unal.edu.co/handle/unal/79154 31. Cantor-Cutiva LC, de Mello MCMB, Hunter EJ. Translation and Adaptation of the Vocal Fatigue Index into Spanish. Revista de Investigación e Innovación en Ciencias de la Salud. 2020;2(2):4-13. doi: https://doi.org/10.46634/riics.29 32. Hogikyan ND, Sethuraman G. Validation of an instrument to measure voice-related quality of life (V-RQOL). J Voice. 1999;13(4):557-69. doi: https://doi.org/10.1016/S0892-1997(99)80010-1 33. de Medeiros AM, Assunção AA, Barreto SM. Absenteeism due to voice disorders in female teachers: a public health problem. Int Arch Occup Environ Health. 2012;85(8):853-64. doi: https://doi.org/10.1007/s00420-011-0729-1 34. Uslukaya A, Demirtas Z, Alanoglu M. Is presenteeism good or bad? A phenomenological study in schools. J Theor Educ Sci. 2022;15(4):758-87. doi: https://doi.org/10.30831/akukeg.1087858 35. Lim BC, Kueh YC, Arifin WN, Ng KH. Modelling knowledge, health beliefs, and health-promoting behaviours related to cardiovascular disease prevention among Malaysian university students. PLoS One. 2021;16(4):e0250627. doi: https://doi.org/10.1371/journal.pone.0250627 36. Silva-Tinoco R, Cuatecontzi-Xochitiotzi T, la Torre-Saldaña V, León-García E, Serna-Alvarado J, Orea-Tejeda A, et al. Influence of social determinants, diabetes knowledge, health behaviors, and glycemic control in type 2 diabetes: an analysis from real-world evidence. BMC Endocr Disord. 2020;20(1):1-11. doi: https://doi.org/10.1186/s12902-020-00604-6 37. Magalhães S, Barbosa J, Borges E. Presenteeism in Non-Academic Staff in a Public University Context: Prevalence, Associated Factors, and Reasons to Work While Sick during the COVID-19 Pandemic. Int J Environ Res Public Health. 2022;19(22): 1-12. doi: https://doi.org/10.3390/ijerph192214966 38. Padilla JE, Silva WH, Colorado P. Representaciones sociales de docentes en la modalidad b-learning desde una perspectiva sociocrítica. Rev Espac. 2020;41(44):84-95. doi: https://doi.org/10.48082/espacios-a20v41n44p07 39. Rogerson J, Dodd B. Is there an effect of dysphonic teachers' voices on children's processing of spoken language? J Voice. 2005 Mar;19(1):47-60. doi: https://doi.org/10.1016/j.jvoice.2004.02.007 40. Coelho SC, Depolli GT, Cruz KS, Fernandes DN dos S, Costa MRB, Oliveira G, et al. The relationship between vocal fatigue and voice-related quality of life in university professors. CoDAS. 2021;33(5):1-5. doi: https://doi.org/10.1590/2317-1782/20202020174 41. Boix Vilella S, Barrera García R, Serrano Rosa MÁ. Tareas domésticas, cuidado de hijos y variables de salud psicosocial en función del género de profesores y no profesores. Acad Asunción. 2023;10(1):47-59. doi: https://doi.org/10.30545/academo.2023.ene-jun.5 42. Espadas PIC, Galaz MMF. Mujeres científicas en Yucatán: obstáculos, retos y experiencias durante sus trayectorias educativas. Rev Latinoam Estud Educ México. 2023;53(1):253-84. doi: https://doi.org/10.48102/rlee.2023.53.1.532 |
| type_driver |
info:eu-repo/semantics/article |
| type_coar |
http://purl.org/coar/resource_type/c_6501 |
| type_version |
info:eu-repo/semantics/publishedVersion |
| type_coarversion |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| type_content |
Text |
| publishDate |
2023-11-30 |
| date_accessioned |
2023-11-30T16:21:14Z |
| date_available |
2023-11-30T16:21:14Z |
| url |
https://riics.info/index.php/RCMC/article/view/182 |
| url_doi |
https://doi.org/10.46634/riics.182 |
| eissn |
2665-2056 |
| doi |
10.46634/riics.182 |
| citationstartpage |
164 |
| citationendpage |
177 |
| url2_str_mv |
https://riics.info/index.php/RCMC/article/download/182/866 |
| url4_str_mv |
https://riics.info/index.php/RCMC/article/download/182/865 |
| url3_str_mv |
https://riics.info/index.php/RCMC/article/download/182/864 |
| _version_ |
1797159903310118912 |
| spelling |
Factores asociados al presentismo laboral y la calidad de vida relacionada con la voz en docentes universitarios colombianos dictando clases virtuales en tiempos de COVID-19 info:eu-repo/semantics/article Factores asociados al presentismo laboral y la calidad de vida relacionada con la voz en docentes universitarios colombianos dictando clases virtuales en tiempos de COVID-19 https://riics.info/index.php/RCMC/article/view/182 Español https://creativecommons.org/licenses/by-nc-nd/4.0/deed.es Revista de Investigación e Innovación en Ciencias de la Salud - 2023 This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Thibeault SL, Merrill RM, Roy N, Gray SD, Smith EM. Occupational risk factors associated with voice disorders among teachers. Ann Epidemiol. 2004 Nov;14(10):786-92. doi: https://doi.org/10.1016/j.annepidem.2004.03.004 2. Martins RHG, Pereira ERBN, Hidalgo CB, Tavares ELM. Voice disorders in teachers. A review. J Voice. 2014 Nov;28(6):716-24. doi: https://doi.org/10.1016/j.jvoice.2014.02.008 3. Cantor Cutiva LC, Burdorf A. Effects of noise and acoustics in schools on vocal health in teachers. Noise Health. 2015 Feb;17(74):17-22. doi: https://doi.org/10.4103/1463-1741.149569 4. Cantor Cutiva LC, Vogel I, Burdorf A. Voice disorders in teachers and their associations with work-related factors: a systematic review. J Commun Disord. 2013 Abr;46(2):143-55. doi: https://doi.org/10.1016/j.jcomdis.2013.01.001 5. Moy FM, Hoe VCW, Hairi NN, Chu AHY, Bulgiba A, Koh D. Determinants and effects of voice disorders among secondary school teachers in peninsular malaysia using a validated malay version of VHI-10. PloS One. 2015;10(11):e0141963. doi: https://doi.org/10.1371/journal.pone.0141963 6. Trinite B. Epidemiology of Voice Disorders in Latvian School Teachers. J Voice. 2017 Jul;31(4):508.e1-508.e9. doi: https://doi.org/10.1016/j.jvoice.2016.10.014 7. Devadas U, Bellur R, Maruthy S. Prevalence and Risk Factors of Voice Problems Among Primary School Teachers in India. J Voice. 2017 Ene;31(1):117.e1-117.e10. doi: https://doi.org/10.1016/j.jvoice.2016.03.006 8. Rantala LM, Hakala S, Holmqvist S, Sala E. Classroom Noise and Teachers' Voice Production. J Speech Lang Hear Res. 2015 Oct;58(5):1397-406. doi: https://doi.org/10.1044/2015_JSLHR-S-14-0248 9. Lyberg Ahlander V, Pelegrin Garcia D, Whitling S, Rydell R, Lofqvist A. Teachers' voice use in teaching environments: a field study using ambulatory phonation monitor. J Voice. 2014 Nov;28(6): 841.e5-841.e15. doi: https://doi.org/10.1016/j.jvoice.2014.03.006 10. Korn GP, Augusto de Lima Pontes A, Abranches D, Augusto de Lima Pontes P. Hoarseness and Risk Factors in University Teachers. J Voice. 2015 Jul;29(4): 518.e21-518.e28. doi: https://doi.org/10.1016/j.jvoice.2014.09.008 11. Cediel MR, Neira JAR. Analysis of teacher working environment: factors that influence the voice. Audiol Commun Res. 2014 Dic;19(4):399-405. doi: https://doi.org/10.1590/S2317-64312014000400001337 12. Chanto Espinoza CL, Mora Peralta M. De la presencialidad a la virtualidad ante la pandemia de la Covid-19: Impacto en docentes universitarios. Rev Digit Investig En Docencia Univ. 2021;15(2): 1-16. doi: https://doi.org/10.19083/ridu.2021.1342 13. Nusseck M, Immerz A, Richter B, Traser L. Vocal Behavior of Teachers Reading with Raised Voice in a Noisy Environment. Int J Environ Res Public Health. 2022 Jul 22;19(15). doi: https://doi.org/10.3390/ijerph19158929 14. Carrillo-González A, Atará-Piraquive ÁP. Vocal health and stress: the occupational voice users' perspective during the COVID-19 pandemic. Revista de Investigación e Innovación en Ciencias de la Salud. 2020;2(2): 102-10. doi: https://doi.org/10.46634/riics.38 15. Nemr K, Simões-Zenari M, Almeida VC de, Martins GA, Saito IT. COVID-19 and the teacher's voice: self-perception and contributions of speech therapy to voice and communication during the pandemic. Clinics. 2021;76. doi: https://doi.org/10.6061/clinics/2021/e2641 16. Cantor Cutiva LC, Burdorf A. Work-Related Determinants of Voice Complaints Among School Workers: An Eleven-Month Follow-Up Study. Am J Speech Lang Pathol. 2016;25(4):590-7. doi: https://doi.org/10.1044/2016_AJSLP-14-0191 17. Alarfaj A, Alyahya K, Alutaibi H, Alarfaj M, Alhussain F. The Effect of Online Teaching on Vocal Health Among Saudi Teachers During COVID-19 Pandemic. J Voice [Internet]. En prensa 2022. doi: http://dx.doi.org/10.1016/j.jvoice.2022.04.006 18. Cantor-Cutiva LC. Relationship Between Room Acoustics With Voice Symptoms and Voice-Related Quality of Life Among Colombian School and College Teachers During Online Classes in Times of COVID-19 Pandemic. J Voice [Internet]. En prensa 2022. doi: http://dx.doi.org/10.1016/j.jvoice.2022.03.008 19. Patjas M, Vertanen-Greis H, Pietarinen P, Geneid A. Voice symptoms in teachers during distance teaching: a survey during the COVID-19 pandemic in Finland. Eur Arch Otorhinolaryngol. 2021;278:4383-90. doi: https://doi.org/10.1007/s00405-021-06960-w 20. Cantor-Cutiva LC, Dalmasso M del C, Malebrán Bezerra de Mello MC. Association between voice symptoms and college professors' home working conditions during online classes in times of COVID-19 pandemic. Revista de Investigación e Innovación en Ciencias de la Salud. 2022;4(1):62-72. doi: https://doi.org/10.46634/riics.124 21. Cantor Cutiva LC, Burdorf A. Medical Costs and Productivity Costs Related to Voice Symptoms in Colombian Teachers. J Voice. 2015 Nov;29(6): 776.e15-776.e22. doi: https://doi.org/10.1016/j.jvoice.2015.01.005 22. Cantor Cutiva LC, Burdorf A. Factors associated with voice-related quality of life among teachers with voice complaints. J Commun Disord. 2014 Dic;52:134-42. doi: https://doi.org/10.1016/j.jcomdis.2014.05.003 23. Atará-Piraquive ÁP, Sanabria BOR, Cantor-Cutiva LC. Productivity costs associated to voice symptoms, low sleep quality, and stress among college professors during homeworking in times of COVID-19 Pandemic. Revista de Investigación e Innovación en Ciencias de la Salud. 2022;4(1): 4-15. doi: https://doi.org/10.46634/riics.131 24. Schultz A, Edington D. Employee Health and Presenteeism: A Systematic Review. J Occup Rehabil. 2007;17(3):547-79. doi: https://doi.org/10.1007/s10926-007-9096-x 25. Schnabel C. Presenteeism at the workplace. IZA World Labor. 2022. doi: https://doi.org/10.15185/izawol.495 26. Howard KJ, Howard JT, Smyth AF. The problem of absenteeism and presenteeism in the workplace. Handb Occup Health Wellness. 2012;151-79. doi: https://doi.org/10.1007/978-1-4614-4839-6_8 27. Kinman G, Grant C. Presenteeism during the COVID-19 pandemic: risks and solutions. Occupational medicine. 2021;71(6-7):243-4. doi: https://doi.org/10.1093/occmed/kqaa193 28. Van Der Feltz-Cornelis CM, Varley D, Allgar VL, De Beurs E. Workplace stress, presenteeism, absenteeism, and resilience amongst university staff and students in the COVID-19 lockdown. Front Psychiatry. 2020;11:588803. doi: https://doi.org/10.3389/fpsyt.2020.588803 29. Rojas-Roque C, López-Bonilla I. In the classroom but absent: Evidence of sickness presenteeism among teachers at four public schools. J Taibah Univ Med Sci. 2022;17(6):1051-9. doi: https://doi.org/10.1016/j.jtumed.2022.06.012 30. Carrillo González A. Caracterización de la relación sueño y estrés con el funcionamiento vocal en docentes universitarios [tesis de maestría] [Internet]. [Bogotá, Colombia]: Universidad Nacional de Colombia; 2020. 131 p. Disponible en: https://repositorio.unal.edu.co/handle/unal/79154 31. Cantor-Cutiva LC, de Mello MCMB, Hunter EJ. Translation and Adaptation of the Vocal Fatigue Index into Spanish. Revista de Investigación e Innovación en Ciencias de la Salud. 2020;2(2):4-13. doi: https://doi.org/10.46634/riics.29 32. Hogikyan ND, Sethuraman G. Validation of an instrument to measure voice-related quality of life (V-RQOL). J Voice. 1999;13(4):557-69. doi: https://doi.org/10.1016/S0892-1997(99)80010-1 33. de Medeiros AM, Assunção AA, Barreto SM. Absenteeism due to voice disorders in female teachers: a public health problem. Int Arch Occup Environ Health. 2012;85(8):853-64. doi: https://doi.org/10.1007/s00420-011-0729-1 34. Uslukaya A, Demirtas Z, Alanoglu M. Is presenteeism good or bad? A phenomenological study in schools. J Theor Educ Sci. 2022;15(4):758-87. doi: https://doi.org/10.30831/akukeg.1087858 35. Lim BC, Kueh YC, Arifin WN, Ng KH. Modelling knowledge, health beliefs, and health-promoting behaviours related to cardiovascular disease prevention among Malaysian university students. PLoS One. 2021;16(4):e0250627. doi: https://doi.org/10.1371/journal.pone.0250627 36. Silva-Tinoco R, Cuatecontzi-Xochitiotzi T, la Torre-Saldaña V, León-García E, Serna-Alvarado J, Orea-Tejeda A, et al. Influence of social determinants, diabetes knowledge, health behaviors, and glycemic control in type 2 diabetes: an analysis from real-world evidence. BMC Endocr Disord. 2020;20(1):1-11. doi: https://doi.org/10.1186/s12902-020-00604-6 37. Magalhães S, Barbosa J, Borges E. Presenteeism in Non-Academic Staff in a Public University Context: Prevalence, Associated Factors, and Reasons to Work While Sick during the COVID-19 Pandemic. Int J Environ Res Public Health. 2022;19(22): 1-12. doi: https://doi.org/10.3390/ijerph192214966 38. Padilla JE, Silva WH, Colorado P. Representaciones sociales de docentes en la modalidad b-learning desde una perspectiva sociocrítica. Rev Espac. 2020;41(44):84-95. doi: https://doi.org/10.48082/espacios-a20v41n44p07 39. Rogerson J, Dodd B. Is there an effect of dysphonic teachers' voices on children's processing of spoken language? J Voice. 2005 Mar;19(1):47-60. doi: https://doi.org/10.1016/j.jvoice.2004.02.007 40. Coelho SC, Depolli GT, Cruz KS, Fernandes DN dos S, Costa MRB, Oliveira G, et al. The relationship between vocal fatigue and voice-related quality of life in university professors. CoDAS. 2021;33(5):1-5. doi: https://doi.org/10.1590/2317-1782/20202020174 41. Boix Vilella S, Barrera García R, Serrano Rosa MÁ. Tareas domésticas, cuidado de hijos y variables de salud psicosocial en función del género de profesores y no profesores. Acad Asunción. 2023;10(1):47-59. doi: https://doi.org/10.30545/academo.2023.ene-jun.5 42. Espadas PIC, Galaz MMF. Mujeres científicas en Yucatán: obstáculos, retos y experiencias durante sus trayectorias educativas. Rev Latinoam Estud Educ México. 2023;53(1):253-84. doi: https://doi.org/10.48102/rlee.2023.53.1.532 http://purl.org/coar/resource_type/c_6501 text/html http://purl.org/coar/resource_type/c_2df8fbb1 http://purl.org/redcol/resource_type/ART info:eu-repo/semantics/publishedVersion http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 Text text/xml application/pdf Publication Objetivo. Identificar factores asociados al presentismo laboral y la calidad de vida relacionada con la voz en docentes universitarios colombianos con clases virtuales en tiempos de COVID-19. Metodología. Estudio transversal en el que veintinueve docentes de una universidad pública de Colombia participaron. Se utilizó un cuestionario en línea en la plataforma Google Forms, en el que se incluyeron preguntas sobre sintomatología vocal, calidad de vida asociada a la voz y al presentismo laboral asociado con sintomatología vocal. El análisis estadístico se realizó utilizando el software SPSS 25 (IBM Corporation). Resultados. El análisis multivariado de los factores asociados con el presentismo mostró que cuatro variables aumentaban los días de presentimos laboral, siendo el reporte de síntomas de voz en el mes previo a la recolección de datos la variable que aumentó en mayor proporción, seguido de estado civil soltero, número de estudiantes y el factor 2 del IFV. Respecto a los factores asociados de la calidad de vida relacionada con la voz, el análisis multivariado mostró que el reporte de incomodidad física asociada con la fonación (Factor 2 del IFV) fue la única variable que permaneció estadísticamente significativa. Conclusión. La fatiga vocal y la incomodidad física asociada con la fonación, así como el estado civil, están asociados con el presentismo vocal y la calidad de vida relacionada con la voz. Estos resultados resaltan las implicaciones de la sintomatología vocal en la salud, el bienestar y la economía de los docentes y las instituciones educativas, información que es importante cuando se requiere priorizar medidas preventivas y estrategias de intervención para los síntomas de voz y la fatiga vocal en docentes. Artículo de revista Síntomas vocales fatiga vocal calidad de vida asociada a la voz presentismo docentes voice fatigue Objective. To identify associated factors of work presenteeism and voice-related quality of life among Colombian college professors teaching online classes during the COVID-19 pandemic. Methods. Cross-sectional study with the participation of twenty-nine college professors from a public university in Colombia. An online survey on the Google Forms platform was used for data collection and included questions about voice symptoms, voice-related quality of life, and work presenteeism due to voice disorders. Statistical analysis was performed using SPSS 25 software (IBM Corporation). Results. Multivariate analysis showed that four variables increased the number of presenteeism days. The variable with the higher effect was voice symptoms in the month before data collection, followed by being single, the number of students, and Factor 2 of the Vocal Fatigue Index. Regarding factors associated with voice-related quality of life, multivariate analysis showed that reporting physical discomfort during phonation (Factor 2 of the Vocal Fatigue Index) was the only variable that remained statistically significant. Conclusion. Vocal fatigue and physical discomfort during phonation, as well as marital status, are associated with work presenteeism and voice-related quality of life. These results highlight the consequences of voice symptoms on health, well-being, and economy of teachers and institutions. This information is important when preventive measurements and intervention strategies for voice symptoms and vocal fatigue among teachers need to be prioritized. Rute Sanabria, Bibiana Omaira Atará-Piraquive, Ángela Patricia Cantor-Cutiva, Lady Catherine Journal article voice-associated quality of life presenteeism 2 5 Fundación Universitaria María Cano Revista de Investigación e Innovación en Ciencias de la Salud teachers Vocal symptoms https://riics.info/index.php/RCMC/article/download/182/866 https://riics.info/index.php/RCMC/article/download/182/865 https://riics.info/index.php/RCMC/article/download/182/864 2665-2056 https://doi.org/10.46634/riics.182 177 164 2023-11-30T16:21:14Z 2023-11-30 2023-11-30T16:21:14Z 10.46634/riics.182 |