Random Case Analysis

Aims:

• to remind you about RCA• for you to reflect and have

feedback on your own teaching of RCA

• to update you on the action research project

Plan:

• short input• work in groups, taking turns to

show videos of teaching and to give feedback

• evaluation

Why do RCA?

• encourage reflective practice and lifelong learning, including use of evidence

• assess learning needs (knowledge, skills, and attitudes)

• identify learning opportunities• help GPR to increase self-knowledge of

their own strengths, weaknesses, and attitudes

Johari window

Unknown

Things I know about

me

Things I don’t know about me

Things others know

about me

Things others don’t know about

me

Arena

Facade

Blind spot

Mechanics

• be in the right place• protected time - no interruptions• on first occasion, agree purpose

and rules• case selection should be random• listen and then respond - using the

same skills that you would in a consultation

Mechanics 2

• agree learning needs, negotiate a plan

• give feedback – reinforce good things, descriptive, constructive

• consider alternatives and build skills• summarising - by you or by GPR• attitudinal issues• reversal of roles

Questions

• How can we improve the training of trainers to teach RCA?

• How should we assess the ability of trainers to teach RCA?

Improving training

• Revised input and hand-out – modified in light of evaluations

• Educational supervision and opportunity to practise

• Reflection on performance• Review of videos compared with

those from last year

How to assess

• Revised RCA profile• Questionnaire• Calibration and reliability testing

Action research -

• aims to improve practice• involves practitioners as

researchers• focuses on a particular situation• is a cyclical process of reflection,

action, evaluation