Kees Graamans
Radboud University Nijmegen
54 Papers
591 Citations
Kees Graamans is an academic researcher from Radboud University Nijmegen. The author has contributed to research in topics: Medicine & Otitis. The author has an hindex of 25, co-authored 54 publications. Previous affiliations of Kees Graamans include Utrecht University & Radboud University Nijmegen Medical Centre.
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Papers
Risk Factors for Voice Problems in Teachers
P.G.C. Kooijman,F.I.C.R.S. de Jong,G. Thomas,Wendy J. Huinck,Rogier Donders,Kees Graamans,Harm K. Schutte +6 more
TL;DR: The results of this study stress the importance of a multifactorial approach in the diagnosis and treatment of voice problems, whereby physical and psycho-emotional aspects should be considered as sensitive to the risk of developing voice problems.
183
Muscular tension and body posture in relation to voice handicap and voice quality in teachers with persistent voice complaints.
TL;DR: The results are indicative for the importance of assessment of muscular tension and body posture in the diagnosis of Voice Handicap Index and voice quality in teachers with persistent voice complaints and a history of voice-related absenteeism.
137
Physiologic and hypertonic saline solutions impair ciliary activity in vitro
TL;DR: In vitro effects of saline solutions in different concentrations on ciliary beat frequency suggest that mucolytic effects induced by hyperosmolarity should be attained preferably with hypertonic saline 7% in patients with cystic fibrosis or asthma.
133
Analysis of the results obtained in 120 patients with large acoustic neuromas surgically treated via the translabyrinthine-transtentorial approach.
TL;DR: It is concluded that the combined translabyrinthine-transtentorial approach is a safe route for removing acoustic neuromas with a diameter of 2 cm or greater.
98
Psychosocial impact of the teacher's voice throughout the career.
TL;DR: The results indicate that serious attention has to be paid to teachers with voice complaints, and the importance of adequate aimed prevention programs for future teachers and for starting teachers with regard to their voice.
92