Table 2 Student Survey on the Approach of Virtual Inverted Classroom in Clinical Radiology

Positive aspects

•Learning videos can be viewed repeatedly

•Well-defined objectives at the start of lectures

•Large number of radiologic images

•Videos allow for self-determined preparation

•Lecture duration appropriate

•Videos are focused on learning objectives

•Possibility to ask questions

•Short learning videos

•Option of break-setting of videos is useful

•Series of short videos appropriate

Suggestions for improvement

•Don’t read from the slides, speak freely

•Extend lecture duration

•Provide images to download

•Provide references to further information

•Waive buzz groups in favour of plenary discussion

•Provide images of high resolution (to zoom in)

•Provide scripts

•Less but longer buzz group discussions

•Provide explanation to the images in writing

•Put emphasis on exam preparation

•Smaller buzz groups

•Use cursor to explain images

•Provide objectives catalogue

•Provide solution to key questions to the entire group

•Clearly label pathological structures

•Lecturers should take more time to correct students’ errors

•Provide comparative images of healthy subjects

•Provide basics of clinical radiology (X-ray, CT, MRT)

•Provide algorithm for radiological examination

•Please be more reserved with radiologic specialties

•Add lecture on duplex ultrasound