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Background <p>Individual cognitive abilities are increasingly discussed as a&#xa0;potential factor influencing the outcomes of cochlear implant (CI) treatment. In this context, the present study investigated a&#xa0;possible correlation between the secondary and post-secondary education of a&#xa0;large cohort of CI recipients and their speech comprehension. Other variables with a&#xa0;potential influence on the treatment outcome included age at implantation, the duration of hearing loss, and the treatment mode.</p> Methods <p>The study included data of <i>n</i> = 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&#xa0;questionnaire. Speech comprehension was assessed using the Freiburg monosyllabic test (FBE) and the Oldenburg sentence test in noise (OLSA) at 6&#xa0;and 12&#xa0;months after implantation and correlated with various biographical and audiological factors.</p> Results <p>Patients with higher educational qualifications showed better outcomes in the FBE at 6&#xa0;months (ANOVA<sub>Welch</sub>; <i>F</i>&#xa0;(2, 104) = 5.60; <i>p</i> = 0.05) and at 12&#xa0;months (<i>F</i>&#xa0;(2, 223) = 3.07; <i>p</i> = 0.05; <i>η</i><sup><i>2</i></sup> = 0.03) compared to those with vocational qualifications. In the speech comprehension in noise (OLSA), a&#xa0;significant group difference was observed 12 months postoperatively. Patients without qualifications or with other qualifications scored lower than those with vocational or higher qualifications (<i>F</i>&#xa0;(2, 74) = 4.41; <i>p</i> = 0.02; <i>η</i><sup><i>2</i></sup> = 0.11). Other significant factors influencing speech comprehension included the age at implantation and mode of care.</p> Conclusion <p>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&#xa0;significant correlation with speech comprehension. Further research is required to confirm a&#xa0;potential relationship.</p>

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Factors influencing the outcome of cochlear implantation: what role is played by secondary and post-secondary education?

  • 期刊论文

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  • 发表日期：

    2025年9月11日

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  • Christoph Broeder,
  • Uwe Baumann

摘要

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 (ANOVAWelch; 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.