How can technology assist occupational voice users?

Summary: The voice is an important tool for people who use it daily in their occupations. However, what technological options are available to such individuals to allow them to monitor or take care of their voices? Objective: The purpose of this study is to answer two research questions: (1) What te...

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Autores:
Rodríguez Dueñas, William R.
Sarmiento Rojas, Jefferson
Gómez medina, María F.
Espitia Rojas, Gleidy Vanessa
Tipo de recurso:
Article of journal
Fecha de publicación:
2020
Institución:
Escuela Colombiana de Ingeniería Julio Garavito
Repositorio:
Repositorio Institucional ECI
Idioma:
eng
OAI Identifier:
oai:repositorio.escuelaing.edu.co:001/3287
Acceso en línea:
https://repositorio.escuelaing.edu.co/handle/001/3287
https://repositorio.escuelaing.edu.co/
Palabra clave:
Voz - Cuidado e higiene
Voice - Care and hygiene
Ingeniería biomédica - Investigaciones
Biomedical engineering - Research
Tecnología de rehabilitación
Rehabilitation technology
Voz ocupacional
Tecnología
Cuidado de la voz
Revisión sistemática
Occupational voice
Technology
Voice care
Systematic review
Rights
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License
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repository_id_str
dc.title.eng.fl_str_mv How can technology assist occupational voice users?
title How can technology assist occupational voice users?
spellingShingle How can technology assist occupational voice users?
Voz - Cuidado e higiene
Voice - Care and hygiene
Ingeniería biomédica - Investigaciones
Biomedical engineering - Research
Tecnología de rehabilitación
Rehabilitation technology
Voz ocupacional
Tecnología
Cuidado de la voz
Revisión sistemática
Occupational voice
Technology
Voice care
Systematic review
title_short How can technology assist occupational voice users?
title_full How can technology assist occupational voice users?
title_fullStr How can technology assist occupational voice users?
title_full_unstemmed How can technology assist occupational voice users?
title_sort How can technology assist occupational voice users?
dc.creator.fl_str_mv Rodríguez Dueñas, William R.
Sarmiento Rojas, Jefferson
Gómez medina, María F.
Espitia Rojas, Gleidy Vanessa
dc.contributor.author.none.fl_str_mv Rodríguez Dueñas, William R.
Sarmiento Rojas, Jefferson
Gómez medina, María F.
Espitia Rojas, Gleidy Vanessa
dc.contributor.researchgroup.spa.fl_str_mv GiBiome
dc.subject.armarc.none.fl_str_mv Voz - Cuidado e higiene
Voice - Care and hygiene
Ingeniería biomédica - Investigaciones
Biomedical engineering - Research
Tecnología de rehabilitación
Rehabilitation technology
topic Voz - Cuidado e higiene
Voice - Care and hygiene
Ingeniería biomédica - Investigaciones
Biomedical engineering - Research
Tecnología de rehabilitación
Rehabilitation technology
Voz ocupacional
Tecnología
Cuidado de la voz
Revisión sistemática
Occupational voice
Technology
Voice care
Systematic review
dc.subject.proposal.spa.fl_str_mv Voz ocupacional
Tecnología
Cuidado de la voz
Revisión sistemática
dc.subject.proposal.eng.fl_str_mv Occupational voice
Technology
Voice care
Systematic review
description Summary: The voice is an important tool for people who use it daily in their occupations. However, what technological options are available to such individuals to allow them to monitor or take care of their voices? Objective: The purpose of this study is to answer two research questions: (1) What technologies exist to monitor or take care of the voice in occupational voice users? (2) What is the technology readiness level (TRL) of the technologies used to monitor or take care of the voice in occupational voice users? Data sources: Embase, IEEE, Medline, Proquest, PubMed, Scopus, and Web of Science, Methods: A systematic literature review was conducted. Articles that reported results regarding technologies (hardware, software, or mobile apps) that were used to monitor or take care of the voice in occupational voice users were included. Results: After reviewing 4581 abstracts, 10 full text studies were included in the literature review. The technologies found include 30% hardware, 30% hardware plus software, and 50% mobile apps, with an overall TRL mean of 5.3 (SD ¼ 2.3). Conclusion: Further research is necessary for higher validity in the studies and to increase the readiness in the development of current technologies to offer more options for this population.
publishDate 2020
dc.date.issued.none.fl_str_mv 2020
dc.date.accessioned.none.fl_str_mv 2024-09-24T21:57:43Z
dc.date.available.none.fl_str_mv 2024-09-24T21:57:43Z
dc.type.spa.fl_str_mv Artículo de revista
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dc.identifier.instname.spa.fl_str_mv Escuela Colombiana de Ingeniería Julio Garavito
dc.identifier.reponame.spa.fl_str_mv Repositorio Digital
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identifier_str_mv 1748-3115
Escuela Colombiana de Ingeniería Julio Garavito
Repositorio Digital
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https://repositorio.escuelaing.edu.co/
dc.language.iso.spa.fl_str_mv eng
language eng
dc.relation.citationedition.spa.fl_str_mv Vol. 18 No. 4 de 2020
dc.relation.citationendpage.spa.fl_str_mv 377
dc.relation.citationissue.spa.fl_str_mv 4
dc.relation.citationstartpage.spa.fl_str_mv 369
dc.relation.citationvolume.spa.fl_str_mv 18
dc.relation.ispartofjournal.eng.fl_str_mv Disability and Rehabilitation: Assistive Technology
dc.relation.references.spa.fl_str_mv Nusseck M, Richter B, Spahn C, et al. Analysing the vocal behaviour of teachers during classroom teaching using a portable voice accumulator. Logoped Phoniatr Vocol. 2018; 43(1):1–10.
de Moraes BM, de Lima Gonc¸alves F, de Moraes A, et al. Training on Ergonomic Risk Prevention for Telemarketing Operator. Methodological Aspects. 6th Int Conf Appl Hum Factors Ergon (AHFE 2015) Affil Conf. 2015. p. 2015; 3: 6451–6458
Schneider-Stickler B, Knell C, Aichstill B, et al. Biofeedback on Voice Use in Call Center Agents in Order to Prevent Occupational Voice Disorders. J Voice. 2012;26(1):51–62.
Aiken PJ, Rumbach AF. Keeping the voice fit in the group fitness industry: a qualitative study to determine what instructors want in a voice education program. J Voice. 2018;32:25–34.
Cohen S, Kim J, Roy N, et al. Prevalence and causes of dysphonia in a large treatment-seeking population. Laryngoscope. 2012;122(2):343–348.
Fritzell B. Voice disorders and occupations. Logop Phoniatr Vocology. 1996;21(1):7–12
Miller M, Verdolini K. Frequency of voice problems reported by teachers of singing and control subjects and risks factors. J Voice. 1995;9(4):348–362
Thibeault S, Merrill R, Roy N, et al. Occupational risk factors associated with voice disorders among teachers. Ann Epidemiol. 2004;14(10):786–792.
Williams NR. Occupational groups at risk of voice disorders: a review of the literature. Occup Med (Lond)). 2003;53(7): 456–460.
Roy N, Merrill RM, Thibeault S, et al. Voice disorders in teachers and the general population: effects on work performance, attendance, and future career choices. J Speech Lang Hear Res. 2004;47(3):542–551.
Joanne L, Willford L, Scarff O, et al. Voice problems and risk factors among aerobic instructors. J Voice. 1998;12: 197–201.
Morton V, Watson D. The teaching voice: problems and perceptions. Logop Phoniatr Vocology. 1998;23(3):133–139
Rogerson J, Dodd B. Is there an effect of dysphonic teachers’ voices on children’s processing of spoken language? J Voice. 2005;19(1):47–60.
Rumbach A. Vocal problems of group fitness instructors: prevalence of self-reported sensory and auditory-perceptual voice symptoms and the need for preventive education and training. J Voice. 2013;27:11–21
Titze I, Lemke J, Montequin D. Populations in the US workforce who rely on voice as a primary tool of trade: a preliminary report. J Voice. 1997;11(3):254–259
Verdolini K, Ramig LO. Review: occupational risks for voice problems. Logop Phoniatr Vocology. 2001;26(1):37–46.
Astolfi A, Puglisi GE, Cutiva LCC, et al. Associations between objectively-measured acoustic parameters and occupational voice use among primary school teachers. Energy Procedia. 2015;78:3422–3427.
Jannetts S, Schaeffler F, Beck J, et al. Assessing voice health using smartphones: bias and random error of acoustic voice parameters captured by different smartphone types. Int J Lang Commun Disord. 2019;54(2):292–305.
Prac¸a C, Vasconcelos Filho JE, Carlos D, et al. Voiceguard: using mhealth technology for vocal health promotion. Proc 10th Int Jt Conf Biomed Eng Syst Technol (BIOSTEC 2017). 2017;5:348–353.
Verde L, De Pietro G, Sannino G. Vox4Health: Preliminary results of a pilot study for the evaluation of a mobile voice screening application. Adv Intell Syst Comput. 2016;476: 131–140.
Hosoya M, Kobayashi R, Ishii T, et al. Vocal hygiene education program reduces surgical interventions for benign vocal fold lesions: a randomized controlled trial. Laryngoscope. 2018;128(11):2593–2599
Portney LG, Watkins MP. Foundations of clinical research: applications to practice. Philadelphia (PA): Pearson/Prentice Hall; 2009.
Moher D, Liberati A, Tetzlaff J, PRISMA Group, et al. Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Med. 2009; 6(7):e1000097
SJR : Scientific Journal Rankings [Internet]. [cited 2020. Aug 26]. Available from: https://www.scimagojr.com/journalrank. php.
Bovo R, Trevisi P, Emanuelli E, et al. Voice amplification for primary school teachers with voice disorders: a randomized clinical trial. Int J Occup Med Environ Health. 2013;26(3): 363–372.
Mehta DD, Zanartu M, Van Stan JH, et al. Smartphone- ~ based detection of voice disorders by long-term monitoring of neck acceleration features. 2013 IEEE International Conference on Body Sensor Networks. Cambridge (MA): IEEE; 2013. p. 1–6.
Paniagua MS, P erez CJ, Calle-Alonso F, et al. An Acoustic Signal Based Preventive Program for University Lecturers Vocal Health. J Voice. 2020;34(1):88–99
Roza AP, Gielow I, Vaiano T, et al. Development and application of a vocal health and hygiene game in adults. CoDAS. 2019;31(4):e20180184
Gaskill CS, O’Brien SG, Tinter SR. The effect of voice amplification on occupational vocal dose in elementary school teachers. J Voice. 2012;26(5):667.e19–667.e27.
Carullo A, Vallan A, Astolfi A. A low-cost platform for voice monitoring. In: IEEE Instrumentation and Measurement Technology Conference; Minneapolis, MN. 2013. p. 67–72
Toki EI, Tafiadis D, Rizos K. A preliminary study on a mobile system for voice assessment and vocal hygiene training: The case of teachers. Adv Intell Syst Comput. 2018. 725: 691–699.
Jonsdottir V, Rantala L, Laukkanen AM, et al. Effects of sound amplification on teachers’ speech while teaching. Logop Phoniatr Vocology. 2001;26(3):118–123.
Morrow SL, Connor NP. Voice amplification as a means of reducing vocal load for elementary music teachers. J Voice. 2011;25(4):441–446.
NIHR. PROSPERO International prospective register of systematic reviews [Internet]. [cited 2019. Jun 20]. Available from: https://www.crd.york.ac.uk/PROSPERO/
Liu L, Stroulia E, Nikolaidis I, et al. Smart homes and home health monitoring technologies for older adults: A systematic review. Int J Med Inform. 2016;91:44–59
Cruz AM, Rincon AMR, Due nas WRR, et al. What does the ~ literature say about using robots on children with disabilities? Disabil Rehabil Assist Technol. 2017;12:429–440.
Law M, Stewart D, Pollock N, et al. Guidelines for critical review form – quantitative studies. [Internet]. 1998. [cited 2020 Aug 20]. Available from: https://srs-mcmaster.ca/wpcontent/uploads/2015/04/Critical-Review-Form-QuantitativeStudies-English.pdf.
DOE U.S. Deparment of energy. Technology Readiness Asessment Guide, US Department of energy [Internet]. 2011. Available from: https://www.directives.doe.gov/directives-documents/400-series/0413.3-EGuide-04a.
Teasell R, Cullen N, Marshall S, et al. Evidence-based reviewof moderate to severe acquired brain injury [Internet]. 2013. [cited 2020 Aug 20]. Available from: https://erabi.ca/ modules/module-1/.
Scherer R, Dickersin K, Langenberg P. Full publication of results initially presented in abstracts. A meta-analysis. J Am Med Assoc. 1994;272(2):158–162.
Dickersin K, Scherer R, Lefebvre C. Identifying relevant studies for systematic reviews. BMJ. 1994;309(6964): 1286–1291.
Dickersin K, Min Y, Meinert C. Factors influencing publications of research results. J Am Med Assoc. 1992;267(3): 374–378.
Light RJ, Pillemer DB. Summing Up: The Science of Reviewing Research. Cambridge (MA): Harvard University Press; 1984.
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dc.publisher.spa.fl_str_mv Taylor & Francis
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spelling Rodríguez Dueñas, William R.7a41265b0e00898f17a2c5a0bb0c4161Sarmiento Rojas, Jefferson1331001120e2c8f6bd12f50d489172caGómez medina, María F.0b81d0c9dd9146ee3b332f3cb31ed10dEspitia Rojas, Gleidy Vanessa1ef6dd663da2c7ef65e375c6ee15b72fGiBiome2024-09-24T21:57:43Z2024-09-24T21:57:43Z20201748-3115https://repositorio.escuelaing.edu.co/handle/001/32871748-3115Escuela Colombiana de Ingeniería Julio GaravitoRepositorio Digitalhttps://repositorio.escuelaing.edu.co/Summary: The voice is an important tool for people who use it daily in their occupations. However, what technological options are available to such individuals to allow them to monitor or take care of their voices? Objective: The purpose of this study is to answer two research questions: (1) What technologies exist to monitor or take care of the voice in occupational voice users? (2) What is the technology readiness level (TRL) of the technologies used to monitor or take care of the voice in occupational voice users? Data sources: Embase, IEEE, Medline, Proquest, PubMed, Scopus, and Web of Science, Methods: A systematic literature review was conducted. Articles that reported results regarding technologies (hardware, software, or mobile apps) that were used to monitor or take care of the voice in occupational voice users were included. Results: After reviewing 4581 abstracts, 10 full text studies were included in the literature review. The technologies found include 30% hardware, 30% hardware plus software, and 50% mobile apps, with an overall TRL mean of 5.3 (SD ¼ 2.3). Conclusion: Further research is necessary for higher validity in the studies and to increase the readiness in the development of current technologies to offer more options for this population.Resumen: La voz es una herramienta importante para las personas que la utilizan diariamente en sus ocupaciones. Sin embargo, ¿Qué opciones tecnológicas están disponibles para dichas personas que les permitan monitorear o cuidar? sus voces? Objetivo: El propósito de este estudio es responder dos preguntas de investigación: (1) ¿Qué tecnologías existen para ¿Monitorear o cuidar la voz en usuarios de voz ocupacional? (2) ¿Cuál es el nivel de preparación tecnológica? (TRL) de las tecnologías utilizadas para monitorear o cuidar la voz en usuarios de voz ocupacional? Fuentes de datos: Embase, IEEE, Medline, Proquest, PubMed, Scopus y Web of Science. Métodos: Se realizó una revisión sistemática de la literatura. Se incluyeron artículos que reportaron resultados sobre tecnologías (hardware, software o aplicaciones móviles) que se utilizaron para monitorear o cuidar la voz en usuarios de voz ocupacional. Resultados: Después de revisar 4581 resúmenes, se incluyeron 10 estudios de texto completo en la revisión de la literatura. El Las tecnologías encontradas incluyen 30% hardware, 30% hardware más software y 50% aplicaciones móviles, con un media general de TRL de 5,3 (DE = 2,3). Conclusión: Se necesitan más investigaciones para una mayor validez de los estudios y para aumentar la preparación. en el desarrollo de tecnologías actuales para ofrecer más opciones a esta población.10 páginasapplication/pdfengTaylor & FrancisReino Unidohttps://doi.org/10.1080/17483107.2020.1855264How can technology assist occupational voice users?Artículo de revistainfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a85Vol. 18 No. 4 de 2020377436918Disability and Rehabilitation: Assistive TechnologyNusseck M, Richter B, Spahn C, et al. Analysing the vocal behaviour of teachers during classroom teaching using a portable voice accumulator. Logoped Phoniatr Vocol. 2018; 43(1):1–10.de Moraes BM, de Lima Gonc¸alves F, de Moraes A, et al. Training on Ergonomic Risk Prevention for Telemarketing Operator. Methodological Aspects. 6th Int Conf Appl Hum Factors Ergon (AHFE 2015) Affil Conf. 2015. p. 2015; 3: 6451–6458Schneider-Stickler B, Knell C, Aichstill B, et al. Biofeedback on Voice Use in Call Center Agents in Order to Prevent Occupational Voice Disorders. J Voice. 2012;26(1):51–62.Aiken PJ, Rumbach AF. Keeping the voice fit in the group fitness industry: a qualitative study to determine what instructors want in a voice education program. J Voice. 2018;32:25–34.Cohen S, Kim J, Roy N, et al. Prevalence and causes of dysphonia in a large treatment-seeking population. Laryngoscope. 2012;122(2):343–348.Fritzell B. Voice disorders and occupations. Logop Phoniatr Vocology. 1996;21(1):7–12Miller M, Verdolini K. Frequency of voice problems reported by teachers of singing and control subjects and risks factors. J Voice. 1995;9(4):348–362Thibeault S, Merrill R, Roy N, et al. Occupational risk factors associated with voice disorders among teachers. Ann Epidemiol. 2004;14(10):786–792.Williams NR. Occupational groups at risk of voice disorders: a review of the literature. Occup Med (Lond)). 2003;53(7): 456–460.Roy N, Merrill RM, Thibeault S, et al. Voice disorders in teachers and the general population: effects on work performance, attendance, and future career choices. J Speech Lang Hear Res. 2004;47(3):542–551.Joanne L, Willford L, Scarff O, et al. Voice problems and risk factors among aerobic instructors. J Voice. 1998;12: 197–201.Morton V, Watson D. The teaching voice: problems and perceptions. Logop Phoniatr Vocology. 1998;23(3):133–139Rogerson J, Dodd B. Is there an effect of dysphonic teachers’ voices on children’s processing of spoken language? J Voice. 2005;19(1):47–60.Rumbach A. Vocal problems of group fitness instructors: prevalence of self-reported sensory and auditory-perceptual voice symptoms and the need for preventive education and training. J Voice. 2013;27:11–21Titze I, Lemke J, Montequin D. Populations in the US workforce who rely on voice as a primary tool of trade: a preliminary report. J Voice. 1997;11(3):254–259Verdolini K, Ramig LO. Review: occupational risks for voice problems. Logop Phoniatr Vocology. 2001;26(1):37–46.Astolfi A, Puglisi GE, Cutiva LCC, et al. Associations between objectively-measured acoustic parameters and occupational voice use among primary school teachers. Energy Procedia. 2015;78:3422–3427.Jannetts S, Schaeffler F, Beck J, et al. Assessing voice health using smartphones: bias and random error of acoustic voice parameters captured by different smartphone types. Int J Lang Commun Disord. 2019;54(2):292–305.Prac¸a C, Vasconcelos Filho JE, Carlos D, et al. Voiceguard: using mhealth technology for vocal health promotion. Proc 10th Int Jt Conf Biomed Eng Syst Technol (BIOSTEC 2017). 2017;5:348–353.Verde L, De Pietro G, Sannino G. Vox4Health: Preliminary results of a pilot study for the evaluation of a mobile voice screening application. Adv Intell Syst Comput. 2016;476: 131–140.Hosoya M, Kobayashi R, Ishii T, et al. Vocal hygiene education program reduces surgical interventions for benign vocal fold lesions: a randomized controlled trial. Laryngoscope. 2018;128(11):2593–2599Portney LG, Watkins MP. Foundations of clinical research: applications to practice. Philadelphia (PA): Pearson/Prentice Hall; 2009.Moher D, Liberati A, Tetzlaff J, PRISMA Group, et al. Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Med. 2009; 6(7):e1000097SJR : Scientific Journal Rankings [Internet]. [cited 2020. Aug 26]. Available from: https://www.scimagojr.com/journalrank. php.Bovo R, Trevisi P, Emanuelli E, et al. Voice amplification for primary school teachers with voice disorders: a randomized clinical trial. Int J Occup Med Environ Health. 2013;26(3): 363–372.Mehta DD, Zanartu M, Van Stan JH, et al. Smartphone- ~ based detection of voice disorders by long-term monitoring of neck acceleration features. 2013 IEEE International Conference on Body Sensor Networks. Cambridge (MA): IEEE; 2013. p. 1–6.Paniagua MS, P erez CJ, Calle-Alonso F, et al. An Acoustic Signal Based Preventive Program for University Lecturers Vocal Health. J Voice. 2020;34(1):88–99Roza AP, Gielow I, Vaiano T, et al. Development and application of a vocal health and hygiene game in adults. CoDAS. 2019;31(4):e20180184Gaskill CS, O’Brien SG, Tinter SR. The effect of voice amplification on occupational vocal dose in elementary school teachers. J Voice. 2012;26(5):667.e19–667.e27.Carullo A, Vallan A, Astolfi A. A low-cost platform for voice monitoring. In: IEEE Instrumentation and Measurement Technology Conference; Minneapolis, MN. 2013. p. 67–72Toki EI, Tafiadis D, Rizos K. A preliminary study on a mobile system for voice assessment and vocal hygiene training: The case of teachers. Adv Intell Syst Comput. 2018. 725: 691–699.Jonsdottir V, Rantala L, Laukkanen AM, et al. Effects of sound amplification on teachers’ speech while teaching. Logop Phoniatr Vocology. 2001;26(3):118–123.Morrow SL, Connor NP. Voice amplification as a means of reducing vocal load for elementary music teachers. J Voice. 2011;25(4):441–446.NIHR. PROSPERO International prospective register of systematic reviews [Internet]. [cited 2019. Jun 20]. Available from: https://www.crd.york.ac.uk/PROSPERO/Liu L, Stroulia E, Nikolaidis I, et al. Smart homes and home health monitoring technologies for older adults: A systematic review. Int J Med Inform. 2016;91:44–59Cruz AM, Rincon AMR, Due nas WRR, et al. What does the ~ literature say about using robots on children with disabilities? Disabil Rehabil Assist Technol. 2017;12:429–440.Law M, Stewart D, Pollock N, et al. Guidelines for critical review form – quantitative studies. [Internet]. 1998. [cited 2020 Aug 20]. Available from: https://srs-mcmaster.ca/wpcontent/uploads/2015/04/Critical-Review-Form-QuantitativeStudies-English.pdf.DOE U.S. Deparment of energy. Technology Readiness Asessment Guide, US Department of energy [Internet]. 2011. Available from: https://www.directives.doe.gov/directives-documents/400-series/0413.3-EGuide-04a.Teasell R, Cullen N, Marshall S, et al. Evidence-based reviewof moderate to severe acquired brain injury [Internet]. 2013. [cited 2020 Aug 20]. Available from: https://erabi.ca/ modules/module-1/.Scherer R, Dickersin K, Langenberg P. Full publication of results initially presented in abstracts. A meta-analysis. J Am Med Assoc. 1994;272(2):158–162.Dickersin K, Scherer R, Lefebvre C. Identifying relevant studies for systematic reviews. BMJ. 1994;309(6964): 1286–1291.Dickersin K, Min Y, Meinert C. Factors influencing publications of research results. J Am Med Assoc. 1992;267(3): 374–378.Light RJ, Pillemer DB. Summing Up: The Science of Reviewing Research. Cambridge (MA): Harvard University Press; 1984.info:eu-repo/semantics/closedAccesshttp://purl.org/coar/access_right/c_14cbVoz - Cuidado e higieneVoice - Care and hygieneIngeniería biomédica - InvestigacionesBiomedical engineering - ResearchTecnología de rehabilitaciónRehabilitation technologyVoz ocupacionalTecnologíaCuidado de la vozRevisión sistemáticaOccupational voiceTechnologyVoice careSystematic reviewTEXTHow can technology assist occupational voice users View supplementary material How can technology assist occupational voice users.pdf.txtHow can technology assist occupational voice users View supplementary material How can technology assist occupational voice users.pdf.txtExtracted texttext/plain47534https://repositorio.escuelaing.edu.co/bitstream/001/3287/4/How%20can%20technology%20assist%20occupational%20voice%20users%20View%20supplementary%20material%20How%20can%20technology%20assist%20occupational%20voice%20users.pdf.txt61ba57c31c2013be8df8d14c63817a74MD54metadata only accessTHUMBNAILPortada How can technology assist occupational voice users View supplementary material How can technology assist occupational voice users.PNGPortada How can technology assist occupational voice users View supplementary material How can technology assist occupational voice users.PNGimage/png177032https://repositorio.escuelaing.edu.co/bitstream/001/3287/3/Portada%20How%20can%20technology%20assist%20occupational%20voice%20users%20View%20supplementary%20material%20How%20can%20technology%20assist%20occupational%20voice%20users.PNGec29e070025b791ef8fa2a1e52407f6aMD53open accessHow can technology assist occupational voice users View supplementary material How can technology assist occupational voice users.pdf.jpgHow can technology assist occupational voice users View supplementary material How can technology assist occupational voice users.pdf.jpgGenerated Thumbnailimage/jpeg9188https://repositorio.escuelaing.edu.co/bitstream/001/3287/5/How%20can%20technology%20assist%20occupational%20voice%20users%20View%20supplementary%20material%20How%20can%20technology%20assist%20occupational%20voice%20users.pdf.jpg86bb2b68dd1e4a12771a8c758e3ca976MD55metadata only accessLICENSElicense.txtlicense.txttext/plain; charset=utf-81881https://repositorio.escuelaing.edu.co/bitstream/001/3287/2/license.txt5a7ca94c2e5326ee169f979d71d0f06eMD52open accessORIGINALHow can technology assist occupational voice users View supplementary material How can technology assist occupational voice users.pdfHow can technology assist occupational voice users View supplementary material How can technology assist occupational voice users.pdfapplication/pdf1283607https://repositorio.escuelaing.edu.co/bitstream/001/3287/1/How%20can%20technology%20assist%20occupational%20voice%20users%20View%20supplementary%20material%20How%20can%20technology%20assist%20occupational%20voice%20users.pdfc513e5c94ee7b290c76f4e2848a60fa1MD51metadata only access001/3287oai:repositorio.escuelaing.edu.co:001/32872024-09-25 03:00:19.121metadata only accessRepositorio Escuela Colombiana de Ingeniería Julio Garavitorepositorio.eci@escuelaing.edu.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