Comparison of PRISM and numeric scale for self-assessment of learning progress during a clinical course in undergraduate dental students

Schmalz, Gerhard; Kreher, Deborah; Sensky, Tom; Büchi, Stefan; Ziebolz, Dirk

doi:10.1186/s12909-022-03967-7

Cited by 2 publications

(6 citation statements)

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“…Although PRISM has been used in previous studies in the dental education context [ 8 , 9 ], there are still limited data on this method in the context of teaching. In a previous study, PRISM was found to be reproducible and sensitive against changes in teaching and that there are significant differences in perceived knowledge and skills between third-, fourth-, and fifth-year dental students ( n = 10 each) [ 8 ].…”

Section: Discussionmentioning

confidence: 99%

“…For clinical implementation, PRISM could be used for self-reflection of the students regarding their learning progress. Thereby, PRISM can be applied during a clinical course in dentistry for a continuous self-reflection of perceived learning progress [ 9 ]. Furthermore, it can be used during a preclinical course to reflect the development of skills during different modules or teaching events [ 8 ].…”

Section: Discussionmentioning

confidence: 99%

“…This study aimed to compare the different subgroups to each other. For this purpose, sample size calculation was applied based on previous studies in the field [ 8 , 9 ]. To reach a power of at least 0.8, considering a type error rate of 5%, a sample size of at least 22 per group is required.…”

Section: Methodsmentioning

confidence: 99%

“…A trained and experienced dentist (GS) performed all PRISM interviews under comparable conditions (room and setting). The general process of a PRISM interview in dental education has been described in previous studies [ 8 , 9 ]. In brief, the interview started with an explanation of the PRISM task, followed by one example question.…”

Section: Methodsmentioning

confidence: 99%

“…This evaluation was found to be reproducible and sensitive to changes in teaching [ 8 ]. Furthermore, PRISM was found to be superior to a numeric scale from the perspective of clinical undergraduate dental students [ 9 ]. Therefore, using PRISM as an alternative evaluation could support self-reflection and personal academic achievement alongside learning progress in dental students.…”

Section: Introductionmentioning

confidence: 99%

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Illustration of self-perceived knowledge, skills, and interests in undergraduate dental students using a visual metaphor– results of a monocentric cross-sectional study

Schmalz,

Büchi,

Haak

et al. 2024

BMC Med Educ

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Background Self-assessment and self-reflection of competencies are crucial skills for undergraduate students. This monocentric cross-sectional study aims to assess the self-perceived knowledge, skills and interests in conservative dentistry and periodontology of third-, fourth-, and fifth-year dental students by the Pictorial Representation of Illness and Self-measure (PRISM). Methods Seventy-five undergraduate dental students (n = 25 of each year) who studied between 2021 and 2022 at the Department of Cariology, Endodontology and Periodontology at the University of Leipzig, Germany, were included. All of them underwent a PRISM-based interview regarding their perceived knowledge, practical skills, and interests in conservative dentistry as well as its sub-disciplines. The distances in the PRISM task (in millimeters) were measured and compared between the groups. Spearman’s Rho was used to reveal correlations between knowledge, skills, and interests in the cohort. Results Perceived theoretical knowledge and practical skills differed significantly between groups for the sub-disciplines periodontology, cariology, restorative dentistry and preventive dentistry (p < 0.05). However, students’ interests did not significantly vary between groups (p > 0.05). In the field of conservative dentistry and its sub-disciplines, significant moderate to high positive correlations were found between knowledge and skills (p < 0.01), and weak to moderate positive correlations were found between interests and knowledge (p < 0.05). Regarding the relationship between perceived interests and skills, only restorative dentistry, endodontology and periodontology were significant and only moderate to weak correlations were found (p < 0.05). Conclusion PRISM revealed differences in perceived knowledge and skills between third-, fourth-, and fifth-year dental students. Correlations were found between perceived knowledge and skills, as well as between interests and knowledge. PRISM may be a promising tool to support students and teachers in dental education.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Illustration of self-perceived knowledge, skills, and interests in undergraduate dental students using a visual metaphor– results of a monocentric cross-sectional study

Schmalz,

Büchi,

Haak

et al. 2024

BMC Med Educ

Self Cite

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Self-assessment and Teacher-Assessment During an OSCE in Undergraduate Dental Students-Application of a Visual Metaphor

Schmalz,

Kreher,

Ziebolz

et al. 2024

J Med Edu

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Background: Reflection on both student and teacher perspectives is crucial for effective communication and professional relationships during education. Objectives: This observational cohort study aimed to compare students' self-assessment with teacher assessments, as well as with estimated self-assessment and estimated teacher-assessment, using the pictorial representation of illness and self-measure (PRISM) during an objective structured clinical examination (OSCE). Additionally, it sought to compare self-assessment and teacher-assessment with OSCE scores. Methods: Fourth-year dental students (n = 44) were included at the beginning of their clinical course. Three tasks were selected for the OSCE exams: Oral examination on a model (task 1), matrix placement (task 2), and endodontic radiograph evaluation (task 3). Objective structured clinical examination scores were rated by an independent rater. Students and one of three calibrated teachers used PRISM to evaluate their respective assessments independently and blinded from each other. The relationships between the different assessments were determined using the Pearson correlation coefficient. Results: For task 1, a moderate correlation was found between students' self-assessment and estimated self-assessment (r = 0.44, P < 0.01). For task 2, moderate correlations were observed between self-assessment and teacher-assessment, estimated teacher-assessment and teacher-assessment, as well as between self-assessment and estimated self-assessment (P ≤ 0.01). For task 3, moderate correlations were found between self-assessment and teacher-assessment, and between self-assessment and estimated self-assessment (P < 0.01). A moderate negative correlation between self-assessment and the OSCE score was observed only for task 2 (r = -0.41, P = 0.01). Moderate negative correlations between teacher-assessment in PRISM and the OSCE score were found for all three tasks (P < 0.01). Conclusions: Self-assessment and teacher-assessment using PRISM exhibited task-dependent correlations, while results for estimated assessments varied. PRISM may serve as a promising tool for feedback and discussion in the future, as it seems capable of highlighting different views and expectations in the teaching context. Further studies are needed to confirm these findings.

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Comparison of PRISM and numeric scale for self-assessment of learning progress during a clinical course in undergraduate dental students

Cited by 2 publications

References 28 publications

Illustration of self-perceived knowledge, skills, and interests in undergraduate dental students using a visual metaphor– results of a monocentric cross-sectional study

Illustration of self-perceived knowledge, skills, and interests in undergraduate dental students using a visual metaphor– results of a monocentric cross-sectional study

Self-assessment and Teacher-Assessment During an OSCE in Undergraduate Dental Students-Application of a Visual Metaphor

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