Judith C Shlay, Sarah Rodgers, Jean Lyons, Scott Romero, Tara M Vogt, Emily V McCormick
Implementing a School-Located Vaccination Program in Denver Public Schools
The Journal of school health
verify effectiveness blendedlearning voice assistance program elementary school teachers nonrandomized comparative interventional clinical trial total 59 teachers participated 33 59 teachers participated facetoface learning control groupcg 26 59 teachers participated blended learning experimental groupeg voice assistance program included following groups preintervention assessment four voice workshops postintervention assessment instruments used vocal production condition teacher vpct questionnaire screening index voice disorder sivd vocal health hygiene questionnaire vhhq voicerelated quality life vrqol measure additionally voice samples collected auditoryperceptual analysis voice quality workshops included theoretical practical content groups workshops cg conducted facetoface workshops eg consisted two online workshops two facetoface workshops descriptive analysis data performed paired wilcoxon mannwhitney tests performed using r software significance level 005 groups showed improved acquisition knowledge regarding vocal health improved voice quality improvement greater eg significant decrease risk voice disorder eg cg showed significant improvement voicerelated quality life voice assistance program blended learning effective increasing knowledge vocal health reducing risk voice disorder improving voice quality teachers