Relationship between the year of training and current practical activities with voice symptoms among Uruguayan prospective teachers

Background: Voice disorders among student teachers represent a growing concern in the field of education and occupational health. These emerging professionals face unique challenges, as their academic training involves extensive vocal demands, often exceeding those encountered by their peers pursuing other careers. Voice problems can significantly impact their ability to communicate effectively in the classroom, resulting in decreased job performance and job-related stress. The origins of these disorders may be traced back to their formative years as student teachers, making it crucial to understand the prevalence and underlying factors associated with voice disorders in this specific population. Methods: This cross-sectional study aimed to assess the self-perceived (via survey) prevalence and associated factors of voice symptoms among student teachers. Prospective student teachers from Uruguay participated by completing an online survey on Qualtrics. The survey included questions about demographics, teaching-learning conditions, voice usage, and the presence of voice symptoms. Participants answered the eleven questions of the Index of Screening of Voice Disorders, which includes eleven questions about different voice symptoms. Results: A total of 152 student teachers participated in the study. Only 6% of the participants reported having never presented voice symptoms, whereas 16% reported having five voice symptoms and 13% reported having six voice symptoms. Linear regression analysis showed that the likelihood of reporting more voice symptoms was statistically significantly higher among second-year students (Beta= 2.28), followed by third-year students with a Beta of 1.52. Furthermore, student teachers engaged in current academic practical activities demonstrated three times more likelihood of reporting voice symptoms compared with those who are not in practical activities (OR= 3.38). Conclusion: This study presents evidence of the high prevalence of voice symptoms in this population. Only a small percentage reported never experiencing such symptoms, with a significant proportion reporting multiple voice symptoms. Our analysis highlights that second-year students and those currently engaged in academic practical activities are at higher risk for voice symptoms. These findings emphasize the need for training and education to address voice-related challenges among student teachers, promoting their vocal health and future success in the teaching profession.