Music to Their Ears: A Hearing Conservation Program for Musicians at the University of Iowa. Karen Steurer, B.S. Danielle M. R. Kelsay, M.A.

Transcription

1 Music to Their Ears: A Hearing Conservation Program for Musicians at the University of Iowa Karen Steurer, B.S. Danielle M. R. Kelsay, M.A., CCC-A

2 Disclosures I have no relevant financial or nonfinancial relationship(s) within the products or services described, reviewed, evaluated or compared in this presentation.

3 Introduction Noise Induced Hearing Loss (NIHL) National Institute for Occupational Safety and Health (NIOSH) has exposure guidelines to reduce the risk of NIHL Sound Level Exposure time OSHA enforces sound exposure limits in industry

4 Introduction Exposure to loud music can cause Music Induced Hearing Disorders (MIHDs) Hearing loss Tinnitus Chesky (2010): Average daily sound exposure of university symphonic band exceeded daily dose by 9% Consider additional noise exposure

5 Introduction Royster et al. (1991): Sound levels in Chicago Symphony Orchestra ranged from dba 99 dba safe for 19 minutes (NIOSH) Toppila et al. (2011): 63 classical orchestra musicians Hearing loss most common among the most exposed Higher than average incidence of tinnitus and hyperacusis

6 Introduction OSHA protects from workplace exposures At least some musicians are exposed to potentially dangerous levels, but no regulations National Association of Schools of Music (NASM) New requirement of hearing health education Type of education is ambiguous

7 Why College Musicians? At risk population NASM requirement Lifetime of healthy habits Prevention vs. treatment Future livelihood depends on the auditory function Future educators Early delivery of the message

8 University of Iowa Sound Exposure Assessment Education Audiometric Monitoring

9 Sound Exposure Assessment Establishes need for program Guides recommendations Sound level meters and dosimeters Consider Performing group Performance space Type of music Location of measurement Documentation and education

10 Sound Exposure Assessment University of Iowa Levels (Fall, 2012) Levels in all but one ensemble exceeded 85 db at least part of the time Dosimeter measures of marching band were 588% of daily recommended dose (NIOSH) Collecting measures for 2013

11 Sound Exposure Assessment Students should learn to assess their own environment Graduate music students teamed with doctoral students in audiology Learn to measure, understand, and educate

12 Sound Exposure Assessment Variability Instrument Ensemble Music type Rehearsal space Director Individualized exposure information is essential Dosimeter lending program

13 Education Students should learn Basic anatomy Consequences of excessive exposure MIHDs How loud is too loud? Ways to reduce your risk Environmental modifications Limiting exposure time Reducing sound level

14 Education minutes presentations in sectional meetings Interaction improves attention MIHD simulations Measurement of sound levels Graduate music students present Summarized message in convenient brochure format

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16 Education: Faculty Rubinstein et al. (2013): Surveyed music faculty and students All faculty are not aware of the risks of MIHDs Most faculty do not use any form of hearing protection Present information at a faculty meeting during the upcoming semester Offer services

17 Education: Obstacles and Solutions Resistance Meet with sectional instructors to ask for input on presentations What do you think would be important? Scheduling Flexibility is key Time allotted Presentation date and time Location

18 Audiometric Monitoring Annually for all new graduate students One-on-one counseling opportunity Individualize the message/treatment Hearing protection devices Music player listening levels Dosimeter lending Testing repeated prior to graduation Additional counseling

19 Outcomes Positive response overall Students are concerned about their hearing Some already experiencing MIHDs Faculty attitudes make a difference When faculty are engaged and concerned, students are engaged and concerned Tailor the message Most effective education is individual counseling

20 Moving Forward Continue to be flexible Relationship with department leadership is positive We have established a framework that can be continued and expanded upon

21 Tips NASM requirements Approach the music program and ask how you can help with compliance Maintain a partnership Individualization Meet the needs of your program and each student as much as possible Continuity

22 Questions?

23 References Chesky, K. (2010). Measurement and prediction of sound exposure levels by university wind bands. Medical Problems of Performing Artists, 25(1), National Association of Schools of Music. (2013) National Association of Schools of Music Handbook Retrieved from accredit.org/site/docs/handbook/nasm_handbook_ pdf National Institute for Occupational Safety and Health. (1998) Occupational noise exposure (DHHS Publication No ). Cincinnati, OH. Royster, J.D., Royster, L.H., Killion, M.C. (1991). Sound exposures and hearing thresholds of symphony orchestra musicians. J Acoust Soc Am, 89, Rubinstein, B. Y. A., Cherry, R., & Bader, E. (2013). College Music Faculty Views About Hearing Protection Use and Hearing Conservation Training. Hearing Review, (February), Topilla, E., Pyykko, I. (2011). Hearing loss among classical-orchestra musicians. Noise Health,