Table 1.
The sound classes presented in the test.
Fig 1.
An example of the answer sheet used in the experiment and possible answers.
During the experiment more than one class could be marked and each sound could be played as many times as needed.
Fig 2.
The percentage distribution of responses to the question of assessing one's own skills (on a scale of 0-"very poorly" to 5 = "very well") for the auscultation of adult and child respiratory systems.
Fig 3.
The distribution of answers that are in: full agreement with the “standard”(ZW), partial agreement with the “standard” (CW) and incorrect (N).
Table 2.
Assumptions used to evaluate the responses of participants and the abbreviation used.
Fig 4.
The juxtaposition of correct (P = ZW∪CW) answers for each sound class for doctors of different specializations and medical students.
Table 3.
The main classes of respiratory sounds and the subclasses that are part of them.
Fig 5.
The percentage of correct detection of the grouped sound classes (main classes, Table 3) by physicians of various specializations.
To emphasize the differences, the points for individual groups are connected by lines.
Fig 6.
The percentage distribution of responses marked for the classes (a) crepitus (b) fine crackles (c) medium crackles (d) coarse crackles. The light grey bar depicts the correct answer.
Fig 7.
The percentage distribution of responses marked for the classes (a) vesicular breath sound; (b) normal bronchial sound; (c) louder breath sound. The light grey bar depicts the correct answer.
Fig 8.
The percentage distribution of responses marked for (a) inspiratory wheezes, (b) expiratory wheezes, (c) rhonchi class. The light grey bar depicts the correct answer.