Table 5 Team 10 discussion analysis using CHAT
CHAT Interaction | 3D-Printed Model | Digital Resource |
|---|---|---|
Between subject and tool | The students took turns to familiarise themselves with the model and manipulate its different parts first. | Individual students worked on their own laptop to configure the DR. |
Between subject, tool and community | The students asked each other questions about clinical knowledge (e.g., G10-1 explaining what a herniation means). The students shared the model, passing the different parts around and exploring the parts together (e.g., G10-1 manipulating the model by removing the pedicle and other modular structures, handing the parts to G10-2 and G10-3). | The students consulted each other for help on how to operate the software. |
Between subject, community, tool, division of labour, object and rules | Some students (subject) read the prompt out loud (rules) to their teammates (community) while other students manipulate the tool with reference to the prompt (object). The different roles undertaken by the various subjects within the community demonstrates division of labour. | Only G10-2 (subject) managed to use the DR in its intended way and in-context – to solve the clinical question (object and rules). His answer was eventually the submitted answer as he was the only one who was able to use the tool efficiently (division of labour). Groupmates who had trouble configuring the tool consulted other groupmates (division of labour). |