1. Random Case Analysis
Theory and Mechanics

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. Questions How can we improve the training of trainers to teach RCA?
How should we assess the ability of trainers to teach RCA?

9. 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

10. How to assess Revised RCA profile Questionnaire
Calibration and reliability testing

11. Action research - aims to improve practice
involves practitioners as researchers
focuses on a particular situation
is a cyclical process of reflection, action, evaluation