Prevalencia de los trastornos de la voz y las variables asociadas a los mismos en docentes de dos colegios de Bogotá

trastornos vocales fueron tener más de 10 años de experiencia, dictar en cursos de primaria o bachillerato, tener más de 20 alumnos por salón de clase, trabajar más de 20 horas a la semana en horas de clase de 45 minutos, usar un volumen de voz alto, estar expuesto al polvo de tiza, a corrientes de aire, a ruido ambiental interno y/o externo, fumar, no realizar ejercicio o hacerlo de forma irregular y, tener una enfermedad respiratoria del tipo rinofaringitis (gripa), amigdalitis o laringitis, o una enfermedad gástrica del tipo gastritis o reflujo gastroesofágico. Conclusiones: Las variables que tienen relación directa con la actividad docente, son las que más influyen a la hora de la presentación de trastornos de la voz. Sería conveniente realizar educación vocal a los profesores antes de iniciar su vida laboral activa.Objective: To determine the prevalence of voice disorders and the variables associated with them, on teachers from two schools in Bogota and propose a program of voice preservation. Design: A quantitative, descriptive cross-sectional study, with a population of 90 teachers from two schools in Bogotá, DC. Participants: 70 teachers, of the 90 elected, were included in the study: 53 women (75.7%) and 17 men (24.3%). Method: All teachers answered a survey designed for the purpose of the study, which consisted of 19 questions. Results: The prevalence of vocal symptoms questioned, in order from highest to lowest were: dryness of the throat of 71.4% (n = 50), vocal tiredness of 50.0% (n = 35), dysphonia 48.6 % (n = 34), dry cough from 24.3% (n = 17), hoarseness of 21.4% (n = 15), and sensation of “lump” in the throat by 14.3% (n = 10). The private school teachers showed a high frequency (above 40%) of hoarseness, vocal tiredness and dryness of the throat; in the public school, the frequency of these symptoms was similar, although two more symptoms should be added: aphonia and persistent dry cough. The variables that could be observed as more meaningful associated and intervening in the presentation of vocal disorders were having more than 10 years of experience, teaching in primary or high school courses, having more than 20 students per classroom, working more than 20 hours a week with school hours of 45 minutes, using a high voice volume, exposure to chalk dust, air currents, the internal and/or external noise, smoke, do not exercise or do it irregularly and having a respiratory disease like a cold or the flu, tonsillitis or laryngitis, or having a gastric disease like gastritis or gastroesophageal reflux. Conclusions: The variables that are directly related to teaching activities are the most influential at the time of submission of voice disorders. Desirable, to give teachers vocal education before beginning their working lives.Especialista en Salud OcupacionalEspecializació