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

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.

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

OBJECTIVES: To compare Pictorial Representation of Illness and Self-Measure (PRISM) and a numeric scale for self-reflection in dental students. METHODS: Fourth year dental students were randomly assigned to each receive one interview based on PRISM or a numeric scale to self-assess their competencies at the beginning (t1), the middle (t2) and the end (t3) of integrated clinical course. Questionnaires were used to assess self-perceived benefit of the interviews at each time points. RESULTS: Students in PRISM group perceived a higher benefit regarding the self-assessment of their practical skills at all time points (P < 0.05), for theoretical knowledge at t2 and t3 (P < 0.05) and reaching the course objectives at t3 (P = 0.04). At all time points, PRISM group rated their interview (P = 0.04), the applied instrument (PRISM, P = 0.01) and the benefit of the combination of both higher than numeric scale group (P < 0.05). CONCLUSION: In this preliminary study, PRISM was superior against a numeric scale and can be recommended for dental education to facilitate self-assessment.

Pilot study to evaluate a novel measure of self-perceived competencies among dental students.

BACKGROUND: PRISM is a novel approach to support self-reflection and learning appraisal in dental students, based on a visual metaphor. The aim of this study was to evaluate whether PRISM measurments would be reproducible and sensitive to detect learning progress in undergraduate dental students in their clinical years. METHODS: Voluntarily participating dental students were included. To evaluate reproducibility, a mixed cohort of 10 students each in 3rd, 4th and 5th year (total n = 30) was recruited and received three identically structured PRISM interviews within one week without any other teaching events. To assess perceived learning progress, 29 volunteer 3rd year students participated in three interviews during their clinical simulation course (beginning, middle, end). Distances between Subject and Objects was measured in millimeter; objects were classified into close or branched clusters depending on their distance from each other on the PRISM board. RESULTS: Values for perceived competencies within PRISM interviews during one week were comparable between the three time points in the mixed cohort (n = 30; p > 0.05). Comparing the three subgroups (3rd, 4th and 5th year, each n = 10), PRISM indicated that 3rd year students perceived their competencies are significantly lower than the 4th and 5th year students (p < 0.01). 3rd year students had less often a branched cluster of objects than the other two groups (p < 0.05). PRISM showed that over time, 3rd year students perceived a gain in their competencies in conservative dentistry and its sub-disciplines (p ≤ 0.01). The PRISM data indicated that by the end of the simulation course, the students appeared to show higher discrimination of their self-perceptions between sub-topics in conservative dentistry than at the start of the course (p = 0.01). CONCLUSION: PRISM yields a reproducible measure of individual students' learning progress. It is a promising novel approach for appraisal in dental education. Further work is needed to confirm the generalisability of the findings.

Enhancing suicide risk assessment: a novel visual metaphor learning tool.

OBJECTIVE: Suicide risk assessment is variably taught and learnt by health professionals. The literature indicates that training programs of this fundamental competency need to be enhanced. To facilitate teaching and learning of this core clinical skill, we propose a novel visual metaphor in order to conceptualize suicide risk factors. The design of the proposed visual metaphor was informed by the Cognitive Load Theory to enhance deep learning of the various suicide risk factors. CONCLUSION: The visual metaphor depicting suicide risk factors can potentially improve memory and recall. It activates prior knowledge and is based on educational theory informed design principles.

Visualizing psychiatric formulation.

OBJECTIVE: Despite the importance of psychiatric formulation, it remains one of the most challenging tasks for medical students and trainees. To facilitate teaching and learning this essential skill, we propose a visual metaphor in order to conceptualise psychiatric formulation. CONCLUSIONS: It is expected that this paper will assist educators and learners to better conceptualise psychiatric formulation through activating prior knowledge through this visual metaphor. Future educational research will determine the effectiveness of this proposed learning tool.

Visual metaphor of sadness in poetry comics: a socio-cognitive perspective.

Earlier literature on conceptual metaphor studies has extensively examined verbal metaphors of sadness in different text types and with cultural variations. However, there has been by far limited research on the visual metaphor of sadness. Adopting a socio-cognitive perspective, this study investigates the conceptual metaphor of sadness in the exemplary case of Chinese poetry comics drawn by Cai Zhizhong. The findings reveal that (1) BEING SAD IS BEING CONFRONTED WITH NATURAL FORCE and BEING SAD IS BEING PHYSICALLY ISOLATED are the two most frequently occurring visual metaphors across the panels; (2) all the visual metaphors at play can be explained according to the conceptual metaphor theory; (3) SADNESS IS BITTERSWEET FOOD OR DRINK and BEING SAD IS BEING PHYSICALLY ISOLATED are two additional kinds of sadness metaphors identified; and (4) the visual metaphors of sadness with Chinese cultural variations are rooted in mainstream Chinese cultural philosophies in the relevant period of history. The article also discusses the underlying mechanisms of the investigated visual metaphors in the Chinese culture by unveiling three cultural characteristics in the particular context.

Research trends in multimodal metaphor: a bibliometric analysis.

The concept of multimodal metaphor has generated a growing body of literature over the past decades. However, a systemic review of the domain seems to be lacking in relevant literature. This study, therefore, is an attempt to conduct a bibliometric analysis of the field of multimodal metaphor during 1977-2022, with a focus on 397 relevant publications retrieved from the Web of Science Core Collection (WoSCC) with the visualization tool VOSviewer. Some major quantitative findings are: (i) the number of publications in multimodal research began to surge in 2010 upon the seminal work of Forceville's (2009); (ii) USA, China and Spain are the most productive countries; (iii) journals in the field of advertising, communication and linguistics are important sources of publications; and (iv) eleven clusters of keywords are identified, such as "visual metaphor", "persuasion", "pictures", "impact", "multimodal metaphor", "model", etc., representing crucial areas of interests. We also identified, by qualitative observations, three research trends in multimodal metaphor, driven by cognitive linguistic theory, the theory of pragmatics and visual/multimodal rhetoric theory, respectively. Various theoretical perspectives may shed light on possible further research on multimodal metaphor.

PRISM (Pictorial Representation of Illness and Self-Measure) as Visual Tool to Support Oral Health Education Prior to Endoprosthetic Joint Replacement-A Novel Approach in Dentistry.

Objective: This study aims to evaluate the application of Pictorial Representation of Illness and Self-Measure (PRISM) in educating patients regarding oral health before endoprosthesis (EP). Methods: The study consisted of two parts: (I) a cross-sectional study, where patients received a PRISM interview, oral health briefing and oral examinations (treatment need, oral focus). (II) In an observational part, patients were randomly assigned to either PRISM task (Test) or flyer-based verbal briefing (Control). Before and after the interviews, patients answered a questionnaire regarding importance of oral health for EP. Results: (I) 122 patients were included. The distance between subject ("myself") and objects (oral health issues or EP) in the PRISM task were mainly not associated with age, gender, and oral conditions. In part (II), 80 patients (PRISM: n = 40, Control: n = 40) were included. After the interview, the values for perceived relationship between EP and teeth (p < 0.01), EP and gums (p < 0.01), and EP and dental consultations (p < 0.01) significantly increased in both groups. Both groups perceived a high benefit of the interview and felt well educated. Conclusions: PRISM has comparable positive effects like a flyer-based verbal briefing. PRISM as a novel visual tool can support the patient education regarding oral health before EP.

Can visual language convey tactile experience? A study of the tactile compensation effect of visual language for online products.

Introduction: There is a common phenomenon of tactile missing in online retail. How to realize consumer tactile compensation is a consensus problem in the field of e-commerce. More and more marketeers and scholars convey their ideas via visual display, but few researches have focused on the tactile compensatory effect of visual language. Methods: Study 1 collected data from nearly 13,000 online purchases to analyze the impact of haptic cues on sales in real online shopping platforms; Study 2 used a experimental research method to design three experimental groups: hand haptic cue group vs. Object haptic cue group vs. control group (N = 165) to investigate whether the main effect of haptic cues and the dual mediating effect of mental simulation held. Study 3 also adopted a simulated experimental research approach to design a two-factor group: 2 (haptic cue: hand vs. object) × 2 (product type: tactile functional product vs. tactile experiential product) (N = 198). To further explore whether the moderating effect of product type holds based on Study 2. Results: Therefore, based on the visualization theory and mental simulation theory, and through a second-hand data experiment and two simulated experiments, this study confirmed that visual language did have a compensation effect on tactile missing specifically. Haptic cues in metaphorical visual language can actively compensate for consumers' tactile loss, thus affecting the purchase intention. Mental simulation plays a mediating role in the tactile compensation effect. Product type has a moderating effect, and the use of hand (object) haptic cues in metaphorical visual language in tactile functional products (tactile experiential products) can lead to a more active purchase intention. Discussion: This study not only enriches the theoretical research on the tactile compensation effect of visual language, but also provides valuable management enlightenment for e-commerce enterprises to improve the effectiveness of online product display and online sensory marketing strategies.

How Strong Is Your Coffee? The Influence of Visual Metaphors and Textual Claims on Consumers' Flavor Perception and Product Evaluation.

This study investigates the relative impact of textual claims and visual metaphors displayed on the product's package on consumers' flavor experience and product evaluation. For consumers, strength is one of the most important sensory attributes of coffee. The 2 × 3 between-subjects experiment (N = 123) compared the effects of visual metaphor of strength (an image of a lion located either on top or on the bottom of the package of coffee beans) and the direct textual claim ("extra strong") on consumers' responses to coffee, including product expectation, flavor evaluation, strength perception and purchase intention. The results demonstrate that both the textual claim and the visual metaphor can be efficient in communicating the product attribute of strength. The presence of the image positively influenced consumers' product expectations before tasting. The textual claim increased the perception of strength of coffee and the purchase intention of the product. The location of the image also played an important role in flavor perception and purchase intention. The image located on the bottom of the package increased the perceived strength of coffee and purchase intention of the product compared to the image on top of the package. This result could be interpreted from the perspective of the grounded cognition theory, which suggests that a picture in the lower part of the package would automatically activate the "strong is heavy" metaphor. As heavy objects are usually associated with a position on the ground, this would explain why perceiving a visually heavy package would lead to the experience of a strong coffee. Further research is needed to better understand the relationships between a metaphorical image and its spatial position in food packaging design.