PRISM: A Novel Visual Instrument to Facilitate Self-Reflection and Learning Progress in Undergraduate Dental Education

Abstract

Objectives. PRISM (Pictorial Representation of Illness and Self-Measure) is a simple visual tool that has been successfully used as a visual metaphor in medicine. In this pilot study, PRISM was used for the first time to test its potential to support self-reflection and expectations of learning in dental students. Methods. Dental student volunteers (25 3rd year, 10 4th year, and 10 5th year) participated. Using both quantitative and qualitative methods, PRISM interviews were compared with a numerical scale in assessing learning objectives concerning theoretical knowledge, practical skills, interest, and training need in the field of conservative dentistry. Results. Overall, 71% of total student group stated that they would draw personal consequences for their studies due to participating in the PRISM interviews. Compared to the numeric scales, PRISM was rated as more helpful regarding appraisal of students’ theoretical knowledge ( p = 0.02 ), practical skills ( p < 0.01 ), training needs ( p < 0.01 ), importance of dental subspecialties ( p < 0.01 ), and facilitating self-reflection ( p = 0.02 ). In focus groups, students commented that PRISM fostered the development of a trusting relationship with their teacher. Strengths of PRISM mentioned by the students included being able to observe and manipulate a visual summary of their individual learning needs and seeing their different learning needs in relation to one another. Conclusion. In this pilot study, dental students evaluated PRISM to be superior against numeric scales. Furthermore, it ameliorated the communication with teachers. The PRISM task is both simple and brief and warrants further exploration as a useful tool for self-reflection in dental education.

Effects of students’ self-reflection on improving essay writing achievement among Ethiopian undergraduate students: a counterbalanced design

“…It is also work with social-constructivist view of collaboration with their classmates and the small group of teacher-students interaction. Fidelia (2015), Lew and Schimdt (2011) and Schmalz et al (2022) all suggest that self-reflection-based instruction has a positive effect on learners' essay writing achievement.…”

“…However, restricting reflection before action and in action in essay writing is not common to study. Attention to this neglect and engaging students in their real learning practice is needed (Edwards, 2017;Schmalz et al, 2022). One example of this is the effect of self-reflection on student learning.…”

Retracted: PRISM: A Novel Visual Instrument to Facilitate Self‐Reflection and Learning Progress in Undergraduate Dental Education

“…This article has been retracted by Hindawi following an investigation undertaken by the publisher [ 1 ]. This investigation has uncovered evidence of one or more of the following indicators of systematic manipulation of the publication process: Discrepancies in scope Discrepancies in the description of the research reported Discrepancies between the availability of data and the research described Inappropriate citations Incoherent, meaningless and/or irrelevant content included in the article Peer-review manipulation …”

“…This article has been retracted by Hindawi following an investigation undertaken by the publisher [1]. This investigation has uncovered evidence of one or more of the following indicators of systematic manipulation of the publication process:…”