Revista CEFAC
https://www.revistacefac.org.br/article/doi/10.1590/1982-0216/202527212024
Revista CEFAC
Original Articles

The interference of protective masks on teachers’ sensation of vocal effort, voice use, self-reported vocal quality, and vocal signs and symptoms

A interferência da máscara de proteção na sensação de esforço vocal, no uso da voz, na qualidade vocal autorreferida e nos sinais e sintomas vocais em professores

Isabele Tiemi Saito; Marcia Simões-Zenari; Sabrina Bravo Baglioni; Katia Nemr

http://dx.doi.org/10.1590/1982-0216/202527212024 Revista CEFAC, vol.27, n2, e12024, 2025
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Abstract

Purpose: to analyze possible interferences of face masks on teachers’ sensation of vocal effort, voice use, self-reported vocal quality, and vocal signs and symptoms.

Methods: an observational cross-sectional study with 212 teachers (175 women; 37 men; mean age of 47 years), working at different education levels. They were contacted from the database of a previous study and completed an online questionnaire upon returning to in-person classes during the COVID-19 pandemic. Association analyses between aspects of mask use and other variables were performed using Fisher's exact test, Kruskal-Wallis H test, and Student's t test, with a 5% significance level.

Results: 85% of participants wore masks in class, mainly surgical and FFP2/N95 ones. They reported increased vocal effort, difficulty in being understood, general fatigue, and the need to speak louder; 54% removed the mask to facilitate communication. Those who did not wear a mask had worse vocal quality and more hoarseness. The mask type was not relevant; reporting negative interference from the mask was associated with vocal signs and symptoms.

Conclusion: the mask interfered with these teachers’ communication, further hindering occupational voice use where the occurrence of dysphonia is already high.

Keywords

Voice; COVID-19; Faculty; N95 Respirators; Containment of Biohazards  

Resumo

Objetivo: analisar possíveis interferências da máscara de proteção facial na sensação de esforço vocal, no uso da voz, na qualidade vocal autorreferida e nos sinais e sintomas vocais de professores.

Métodos: estudo transversal observacional com 212 professores (175 mulheres; 37 homens), média de idade de 47 anos, que atuavam em diferentes níveis de ensino. Foram contatados a partir do banco de dados de estudo anterior e preencheram questionário online no período de retorno às aulas presenciais na pandemia de COVID-19. Foram realizadas análises de associação entre aspectos do uso da máscara e demais variáveis por meio do teste Exato de Fisher, teste H de Kruskal-Wallis e t de Student, nível de significância de 5%.

Resultados: 85% dos participantes usavam máscara nas aulas, principalmente cirúrgica e PFF2/N95. Relataram aumento no esforço vocal, na dificuldade para ser compreendido, no cansaço geral e na necessidade de falar mais forte; 54% retiravam a máscara para facilitar a comunicação. Quem não usava máscara tinha qualidade vocal pior e mais rouquidão. O tipo da máscara não foi relevante; referir interferência negativa da máscara associou-se a sinais e sintomas vocais.

Conclusão: a máscara interferiu na comunicação desses professores, sendo um elemento a mais de dificuldade no uso profissional da voz num contexto em que existe elevada ocorrência de disfonia.

Palavras-chave

Voz; COVID-19; Docentes; Respiradores N95; Contenção de Riscos Biológicos

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Submitted date:
01/10/2024

Accepted date:
19/12/2024

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