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

Table 3

Results (consensus statements) of the focus group discussions plus interviewer’s comments. The points listed in the tables reflect the consensus statements of the whole focus group.

Topic	Group I interviews in 3rd year ()	Group II interviews in 4th year ()	Interviewer’s experiences
Relationship teacher–student and how PRISM can affect this	(i) Very important for success during study; (ii) “If you like your teacher, you like to listen to your teacher”; (iii) Personal contact of importance for relationship; (iv) PRISM can serve as an appropriate basis for relationship; (v) PRISM makes relationship building easier	(i) Relationship has more influence on learning than the content; (ii) Respectful relationship brings perception of safety and avoids fear, in contrast fear leads to averting the field; (iii) PRISM brings a personal shared level and the feeling that student’s view is valued; (iv) PRISM supports relationship building	(i) Very important for bond of trust in the clinical courses of dental study; (ii) PRISM opened the contact and served as a good basis for forming relationship with students; (iii) Students trended to open up easily by transferring the level of communication on PRISM; (iv) PRISM makes relationship building easier; (v) Students were not only able to summarize their learning needs but also to view them as an observer
Importance of PRISM method, interviewer, and setting for successful interview	(i) Depends on the interviewer; (ii) Setting of minor relevance; (iii) 49% PRISM, 49% interviewer, 2% setting	(i) Setting is important to create openness and makes relationship to interviewer easier (or more difficult); (ii) 42.5% PRISM, 42.5% interviewer, 15% setting	(i) Most importance is by PRISM method, because it facilitates the interview; (ii) 65% PRISM, 30% interviewer, 5% setting
Personal or issue-related relationship due PRISM interview	(i) Both, personal and factual equally, the more PRISM interviews, the more a personal relationship is built	(i) Primarily factual because of the thematic background, the more PRISM interviews, the greater a sense of security and personal relationship	(i) More personal relationship than factual; (ii) The more interviews, the more personal the relationship
Strengths of PRISM method	(i) Being able to observe and manipulate a visual summary of learning needs; (ii) Individual scales for different questions; (iii) Visual and haptic; (iv) Individual interpretation; (v) Helpful for self-evaluation and self–reflection; (vi) More useful than numerical or percentage scales; (vii) Visualizing the relationship between different objects; (viii) Visualizing a development process for yourself	(i) Being able to observe and manipulate a visual summary of learning needs visualization of an intuitive placement of the object disk allows an individual perspective; (ii) Self-reflection and direct visualization of the learning topic; (iii) Individual and also nuanced; (iv) Personally salient appraisal; (v) Preferred to evaluation based on numerical scales	(i) Being able to observe and manipulate a visual summary of learning needs freedom to reflect student’s own view on an topic, unbound by numerical values; (ii) Helps the teacher to gain more understanding from the students´ perspective; (iii) Haptic and visual method and use of metaphor facilitate self-reflection and –evaluation process by students and teacher
Limitations of PRISM	(i) Needs more explanation to understand the method compared to a numeric scale	(i) Needs explanation and training to understand the method; (ii) More time consuming than evaluation using numeric scale	(i) Responses individual and can therefore be difficult to interpret; (ii) Vulnerable to subtle influences e.g. precise wording of PRISM introduction and task; (iii) More time consuming than using a numeric scale