Introducción: objetivo de este estudio es presentar el proceso de adaptación transcultural del instrumento Perceived Stress Scale-10 (PSS-10) para la población de profesores que realizaron docencia de forma telemática a estudiantes de nivel primario y secundario durante la pandemia por COVID-19 en Chile. Método: Estudio de corte transversal, polietápico. Se adaptó transculturalmente la PSS-10 al español chileno mediante un proceso de validación de contenido por expertos usando el método Delphi. Se seleccionaron 9 jueces expertos. Los ítems del cuestionario fueron evaluados bajo tres categorías: relevancia, claridad y suficiencia. Se realizaron dos rondas de evaluación para determinar el grado de concordancia entre jueces, evidenciado mediante el cálculo de índices de validez de contenido. La fase de pilotaje del instrumento se llevó a cabo utilizando la plataforma QuestionPro® en una muestra de 54 docentes, seleccionados a través de un muestreo por conveniencia. Como medida de consistencia interna se calculó un Alfa de Cronbach. Resultados: el instrumento obtuvo un índice de validez de contenido por ítem entre 0,80 y 1,00, un índice de validez de contenido promedio de 0,97 y un índice de validez de contenido universal de 0,96. La consistencia interna arrojó una fiabilidad adecuada del PSS-10 (alfa de Cronbach de 0,85) adaptado transculturalmente al español chileno. Conclusiones: La validación de contenido de la PSS-10, utilizando el método Delphi, permitió consensuar las opiniones expresadas por los expertos en estrés laboral. La escala demostró ser fiable, por tanto, podría ser aplicado para evaluar la autopercepción de estrés laboral en docentes chilenos.

This pilot study investigates the relationship between stress situations and speech fluency in virtual reality environments. It aims to analyze how different stress scenarios, classified into low-, medium-, and high-stress environments, can affect speech rate, increase syllable/word repetitions, and lead to hesitations in university students. Previous research has established connections between stress situations and speech fluency, highlighting that stress can negatively influence behavior, cognitive processes, and communicative performance across various contexts, including oral presentations. An experiment was conducted with 30 participants randomly divided into three groups. Each group was exposed to different virtual stress environments (low/medium/high) during simulated oral presentations. A virtual reality platform was created to establish controlled environments and monitor the participants’ fluency in real time. An Analysis of Variance (ANOVA) test revealed that participants in the low-stress virtual environment performed better, achieving higher word and syllable production. In contrast, the high-stress virtual environment demonstrated an increase in disfluencies and hesitations. Results emphasize the impact of stress situations on oral communication, advocating for the use of virtual reality technology as a means of preparing individuals for challenging speaking scenarios. This approach has the potential to enhance speech fluency as a result of targeted practice in stress-inducing environments; that is to say, alleviating anxiety and improving overall communicative efficacy.

The increasing use of Virtual Reality in education has demonstrated its potential to enhance student engagement and skill development. This study investigates the design and implementation of a VR platform aimed at helping university students improve their oral presentation skills, while also evaluating user satisfaction through structured surveys. A total of 40 university students from the Speech and Language Therapy program participated in this study, focusing on their interactions with a custom-built, realistic VR application inspired by the main auditorium of their university. The students faced various distraction scenarios that emulated real-life public speaking challenges. Cybersickness symptoms were continuously monitored throughout the sessions; no participants reported or exhibited symptoms requiring interruption of the VR exposure. The VR environment was constructed using Unity and featured adjustable audience sizes, ambient sound controls, and recording capabilities for presentations. The results demonstrated significant enhancements in oral presentation skills post-VR training. Participants exhibited significant improvements in speaking fluency and clarity of expression, as well as reduced anxiety, during the VR experience. Specifically, their fluency increased significantly, and their clarity ratings also improved substantially. Furthermore, behavioral indicators showed a marked decrease in anxiety levels. Participants reported that the immersive nature of the VR experience enhanced their enjoyment, contributing positively to the overall outcomes. The findings suggest that VR is an effective tool for enhancing oral presentation skills in university students, leading to improved confidence and performance in real-life situations.

Stuttering is a communication disorder that significantly impacts individuals’ quality of life. This study examines public reactions towards stuttering within the Latin American context, specifically in Chile, using the Public Opinion Survey of Human Attributes-Stuttering. Data were collected from 400 adults, revealing that married individuals and parents exhibit heightened sensitivity and concern towards stuttering, especially regarding close family members. For instance, 56.86% of married respondents expressed worry about a stuttering sibling, contrasting sharply with only 27.18% of single respondents. Moreover, parents were notably anxious about stuttering in their family. This study underscores the significant role of marital status and parental responsibilities in shaping public attitudes towards stuttering. Additionally, it emphasizes the influence of family-centric values, advocating for the need for comprehensive educational initiatives to combat prevailing stigma towards individuals with stuttering.

Este estudio mixto examina la relación entre el clima sexista y la vulneración de derechos laborales en universidades de las regiones del Biobío y Ñuble en Chile. A partir de una muestra no probabilística de 334 académicos/as, se identificó que un 25,7% percibe un clima sexista, siendo significativamente mayor en mujeres (40,3%) que en hombres (14,1%). Asimismo, un 23,7% reportó haber sufrido vulneraciones de derechos laborales, prevaleciendo también entre las mujeres. El análisis bivariado reveló una asociación estadísticamente significativa entre la percepción de clima sexista y la experiencia de vulneración de derechos (46,5% vs. 15,7%). La fase cualitativa identificó diversas formas de vulneración, tales como incumplimiento de condiciones laborales, acoso, violencia de estudiantes y discriminación por embarazo. Estos hallazgos evidencian un entorno laboral desigual y precarizado, que afecta especialmente a mujeres y disidencias de género, perpetuando barreras estructurales en el ámbito académico. Se concluye que es urgente implementar políticas institucionales orientadas a erradicar el sexismo y garantizar condiciones laborales equitativas, promoviendo una academia más inclusiva, justa y sostenible.

Introduction: Teachers are vulnerable to vocal and hearing health problems due to the characteristics of their work, such as prolonged use of the voice and exposure to noise. This study seeks to establish the relationship between the type of audio device used, volume, hours of online work, and teachers' self-perception of voice and hearing.Methods: A quantitative, descriptive, cross-sectional study was conducted with 462 teachers (378 women and 84 men) between 21 and 40 years of age. An online survey was applied that collected data on the use of audio devices, sound level, and self-perception of voice. Significant differences by sex were analyzed and correlations were determined using statistical tests.Results: The results show that women tend to use more built-in microphones and speakers than men and report a more negative perception of their voice compared to men. A significant correlation (0.8999, p<0.00001) was found between the number of hours of online teaching and voice perception, where longer working time is associated with worse self-perception.Conclusions: Teachers mainly use built-in microphones and speakers, and their voice perception deteriorates as the hours of online class work increase. The need to implement prevention programs in vocal health and the use of devices that minimize the impact of environmental noise on their performance is highlighted.