[Factors influencing the outcome of cochlear implantation: what role is played by secondary and post-secondary education? German version].

IF 1.3 4区医学 Q4 OTORHINOLARYNGOLOGY

Hno Pub Date : 2025-09-01 Epub Date: 2025-07-31 DOI:10.1007/s00106-025-01646-9

Christoph Broeder, Uwe Baumann

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Abstract

Background: Individual cognitive abilities are increasingly discussed as a potential factor influencing the outcomes of cochlear implant (CI) treatment. In this context, the present study investigated a possible correlation between the secondary and post-secondary education of a large cohort of CI recipients and their speech comprehension. Other variables with a potential influence on the treatment outcome included age at implantation, the duration of hearing loss, and the treatment mode.

Methods: The study included data of n = 326 patients from the audiology database of the Frankfurt University ENT Clinic. Secondary and post-secondary education histories were collected as part of the anamnesis using a questionnaire. Speech comprehension was assessed using the Freiburg monosyllabic test (FBE) and the Oldenburg sentence test in noise (OLSA) at 6 and 12 months after implantation and correlated with various biographical and audiological factors.

Results: Patients with higher educational qualifications showed better outcomes in the FBE at 6 months (ANOVA_Welch; F (2, 104) = 5.60; p = 0.05) and at 12 months (F (2, 223) = 3.07; p = 0.05; η² = 0.03) compared to those with vocational qualifications. In the speech comprehension in noise (OLSA), a significant group difference was observed 12 months postoperatively. Patients without qualifications or with other qualifications scored lower than those with vocational or higher qualifications (F (2, 74) = 4.41; p = 0.02; η² = 0.11). Other significant factors influencing speech comprehension included the age at implantation and mode of care.

Conclusion: The correlation between secondary and post-secondary education and speech comprehension after CI treatment was not unequivocal. Only the choice of post-secondary education showed a significant correlation with speech comprehension. Further research is required to confirm a potential relationship.

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[影响人工耳蜗植入术结果的因素：中等及高等教育在其中起什么作用？]德国版)。

背景：个体认知能力作为影响人工耳蜗（CI）治疗结果的潜在因素被越来越多地讨论。在此背景下，本研究调查了大量CI接受者的中等和高等教育与他们的言语理解之间的可能相关性。其他对治疗结果有潜在影响的变量包括植入时的年龄、听力损失的持续时间和治疗模式。方法：研究纳入法兰克福大学耳鼻喉科诊所听力学数据库n = 326例患者的数据。使用问卷收集中学和中学以上教育历史作为记忆的一部分。在植入后6个月和12个月采用Freiburg单音节测试（FBE）和Oldenburg句子测试（OLSA）评估语音理解能力，并与各种传记和听力学因素相关。结果：学历越高的患者在6个月时FBE的预后越好(ANOVAWelch；F（2,104） = 5.60；p = 0.05)，12个月时(F（2,223） = 3.07；p = 0.05;η2 = 0.03)。术后12个月，两组在噪声言语理解（OLSA）方面差异有统计学意义。无资格或其他资格的患者得分低于具有职业或更高资格的患者(F（2,74） = 4.41；p = 0.02;η2 = 0.11)。影响言语理解的其他重要因素包括植入年龄和护理方式。结论：中等及以上教育程度与CI治疗后言语理解的相关性不是明确的。只有大专教育的选择与言语理解有显著的相关性。需要进一步的研究来证实这种潜在的关系。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Hno 医学-耳鼻喉科学

CiteScore

1.50

自引率

33.30%

发文量

116

审稿时长

4-8 weeks

期刊介绍： HNO is an internationally recognized journal and addresses all ENT specialists in practices and clinics dealing with all aspects of ENT medicine, e.g. prevention, diagnostic methods, complication management, modern therapy strategies and surgical procedures. Review articles provide an overview on selected topics and offer the reader a summary of current findings from all fields of ENT medicine. Freely submitted original papers allow the presentation of important clinical studies and serve the scientific exchange. Case reports feature interesting cases and aim at optimizing diagnostic and therapeutic strategies. Review articles under the rubric ''Continuing Medical Education'' present verified results of scientific research and their integration into daily practice.