Collaboration & Implementation of Comprehensive Voice Screenings and Specialist Team Teaching for Singing Students between a University & a Clinic: An Educational Case Study

Background: Vocal health screenings as educational collaborations have proven to be meaningful and beneficial, both pedagogically and clinically. (Myers et al., 2020 ) Regular assessments of vocal health are critical for the maintenance of vocal health and hygiene in occupational voice users like singers. However, singers in training at universities/conservatories are seldom offered direct access to voice-specialized clinics and even rarer are students’ visits facilitated and openly encouraged by their academic institutions.

Objective: This pilot collaborative initiative, Comprehensive Voice Screenings for Singing Students, seeks to fill this void in the context of a major university’s music school and a private ORL /ENT clinic. By codifying a baseline and periodic vocal health and functionality screening protocol, this initiative addresses a crucial gap in the care of singing students’ voices. Combining the pedagogical expertise of a university-affiliated vocologist/singing voice specialist voice teacher working in conjunction with the medical/clinical experience of otorhinolaryngologist, the students are provided a holistic, high-level voice assessment service, including a team teaching approach.

Methods/Design: A multi-step screening process for each student was conducted, involving an intake questionnaire/interview, medical examination including vocal tract endoscopy, perceptual and acoustic analyses, and aerodynamic evaluations of ecologically valid vocal tasks. All facets were then comprehensively gathered in a voice status report provided to each student with the option to share this with their voice teacher/vocal coach per each individual’s comfort level. When necessary, referrals to and advocacy for consultations with habilitation and re-habilitation specialists were offered.

Results: The presentation will (1) showcase/elucidate the process and components of the Comprehensive Voice Screening Initiative, from conception to implementation, (2) detail the data collected and highlight results/insights gained, (3) underline limitations and challenges, (4) offer recommendations and outline best practices for organization of future Voice Screening and Team Teaching Initiatives within university/conservatory training settings.

Conclusions: This case study demonstrates significant clinical/practical implications for cross-disciplinary performance science and medicine initiatives integrated into education. Enhancing students’ awareness of their vocal health, promoting preventive care, and offering early intervention when necessary promises to contribute to the vocal well-being of students. Eventually, this protocol may serve as a model for other institutions to implement similar programs working toward a collaborative voice care team approach.