Table 3 Lecturer Survey After Completion of the Virtual Inverted Classroom in Clinical Radiology
Positive aspects | Negative aspects | |
|---|---|---|
Effort necessary for lecturer’s preparation | •Like PIC | •Preparation of new learning videos needs initial additional effort •Prior knowledge of students not clear •A lot of slides are required |
Audience response system as tool for teaching | •Stimulates debate on clinical case studies | •Sensitive technology |
Buzz groups | •Only little guidance necessary •Works with different knowledge levels | •Frequently, students remain silent •Difficult to keep track •Support of individual buzz groups restricted by large number of groups |
Effect of the virtual inverted classroom on students | •Great interest in clinical cases | •Students were inadequately prepared •Students can hide and disappear in the crowd |
Own perception of the role as lecturer | •Consolidation and application rather than acquisition of knowledge •Seminar leader or tutor rather than a lecturer | •More a face than a person •Sometimes a voice from off-stage •Role as an entertainer •No commitment to the students •Option of spontaneity restricted |
Process and technical requirements | •Efficient support and supervision | •Continued technical support necessary •Data network and hardware worthy of improvement |
General impression | •Well organized •Practicable •Practice-oriented | •At that time without alternative •Technical problems •Ill-prepared students |