Random Case Analysis Theory and Mechanics

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 After this slide, ask what experience of RCA they have had (as teachers or learners) – what uses do they think it has – before going on to next slide

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 Remember that the aim is to help the GPR construct their own knowledge – you need to find out where they are at, and build on that – sharing your own experience and knowledge will only be of use to the GPR if they can see the relevance and relate to their own practice

Johari window Things I know about me Things I don’t know about me Things others know about me Arena Blind spot Things others don’t know about me Facade Unknown

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 Setting – protected time and space – if notes are computerised, may need to be in (the GPR’s) consulting room It helps if GPR understands why you are doing this Roles can be reversed and they can pick and explore your cases Active listening, picking up and responding to cues, clarifying

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 GPR may be well aware of own strengths and weaknesses – challenge here is to help them open up new insights asking about feelings is one way of moving domains if they are stuck in biophysical model Parallel with the consultation

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