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Title: Usability of Computerized Lung Auscultation–Sound Software (CLASS) for learning pulmonary auscultation
Author: Machado, Ana
Oliveira, Ana
Jácome, Cristina
Moreira, José
Rodrigues, João
Aparício, José
Jesus, Luis
Marques, Alda
Pereira, Marco
Keywords: Computer-assisted learning
Computerized respiratory sounds
Interface usability
Lung auscultation
Issue Date: 24-Aug-2017
Publisher: Springer
Abstract: The mastering of pulmonary auscultation requires complex acoustic skills. Computer-assisted learning tools (CALTs) have potential to enhance the learning of these skills; however, few have been developed for this purpose and do not integrate all the required features. Thus, this study aimed to assess the usability of a new CALT for learning pulmonary auscultation. Computerized Lung Auscultation-Sound Software (CLASS) usability was assessed by eight physiotherapy students using computer screen recordings, think-aloud reports, and facial expressions. Time spent in each task, frequency of messages and facial expressions, number of clicks and problems reported were counted. The timelines of the three methods used were matched/synchronized and analyzed. The tasks exercises and annotation of respiratory sounds were the ones requiring more clicks (median 132, interquartile range [23-157]; 93 [53-155]; 91 [65-104], respectively) and where most errors (19; 37; 15%, respectively) and problems (n = 7; 6; 3, respectively) were reported. Each participant reported a median of 6 problems, with a total of 14 different problems found, mainly related with CLASS functionalities (50%). Smile was the only facial expression presented in all tasks (n = 54). CLASS is the only CALT available that meets all the required features for learning pulmonary auscultation. The combination of the three usability methods identified advantages/disadvantages of CLASS and offered guidance for future developments, namely in annotations and exercises. This will allow the improvement of CLASS and enhance students' activities for learning pulmonary auscultation skills.
Peer review: yes
DOI: 10.1007/s11517-017-1697-8
ISSN: 0140-0118
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