Abstract
ABSTRACT Objective: to verify a possible association between hearing loss and dysphonia, arterial hypertension, diabetes mellitus, thyroid diseases, and noise complaints. Methods: a cross-sectional study involving 60 teachers, mean age 47.05 years. Pure-tone threshold audiometry was used to assess hearing, the voice questionnaire and voice acoustic evaluation were used for voice perception and quality, and the standardized questionnaire verified noise complaint and comorbidities. The statistical analysis was conducted with Mann-Whitney and Fisher's exact tests and multivariate linear regression. Results: there was a significant association between hearing loss and diabetes mellitus, hypertension, and thyroid disease (both p <0.0001), but there was no association between noise complaints and hearing loss in this population. The regression showed that dysphonia (p = 0.0311) and diabetes mellitus (p = 0.0302) are independent risk factors for hearing loss. A correlation was found between hearing loss and voice characteristics: roughness, breathiness, tension, and resonance. Conclusion: this study showed that hypertension and thyroid diseases are factors associated with hearing loss. In addition, dysphonia and diabetes mellitus are independent factors associated with hearing loss in teachers. These results show the need for policies aimed at promoting teachers’ health.
Highlights
The teaching career is distinguished from all other activities in its nature and social value
The presence of hearing loss was observed in 28.33% of the individuals; 42 (70%) presented dysphonia according to the CAPE-V
Of the 17 participants with hearing loss based on mean I, 52.94% had hypertension, 35.29% had thyroid disorders, and 29.41% had Diabetes Mellitus (DM)
Summary
The teaching career is distinguished from all other activities in its nature and social value. The teacher has a complex function, considering that each student has unique characteristics and peculiar needs. As knowledge grows and the world is transformed through technological innovations and globalized communication, difficulties accumulate for teachers who need to adapt to new demands to promote the learning of their students[1]. The teacher’s role has gone beyond mediating the student’s knowledge acquisition process, which used to be commonly expected. This professional’s mission, in addition to that of classroom, was expanded to ensure a connection between the school and the community. The teacher, besides teaching, must participate in school management and planning, which means a more intense dedication, extending to families and community. The study of the relationship between the teaching work process, the real conditions in which it is developed, and possible physical and mental illnesses constitute a challenge, highlighting the need to understand the teachers’ health-illness process, and to seek new associations[2,3,4]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
