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Random Case Analysis

Random Case Analysis. Ramesh Mehay. Aims:. to remind you about RCA To help refine your skills To revisit JoHari. Why do RCA?. encourage reflective practice and lifelong learning encourages use of evidence assess learning needs (knowledge, skills, and attitudes)

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Random Case Analysis

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  1. Random Case Analysis Ramesh Mehay

  2. Aims: • to remind you about RCA • To help refine your skills • To revisit JoHari

  3. Why do RCA? • encourage reflective practice and lifelong learning • encourages 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

  4. The biggest advantage….. • RCA provides opportunities to explore cases where the registrar does not recognise a problem, or • where they may be avoiding having to deal with a problem. • This obviously requires sensitivity on the part of the trainer.

  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. SAFE EDUCATIONAL CLIMATE

  7. 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 • Take notes – it makes the task easier

  8. Mechanics 2 • agree learning needs, negotiate a plan • give feedback – reinforce good things, descriptive, constructive • consider alternatives • Practise alternatives  build skills • summarising - by you or by GPR • attitudinal issues • reversal of roles

  9. You as the teacher are not expected to have all the answers - the need to look up the best evidence in order to answer a question provides a good role model. • The difficulty with RCA is that any number of avenues can be followed up. • The trainer has to be on his toes to spot problem areas of which the trainee may be unaware. • Remember that the aim is to help the registrar construct their own knowledge • you need to find out where they are at, and build on that

  10. RCA profile • Previous scales mapped for content areas • New scale drawn up, piloted, and trainers surveyed • Refined scale used to rate 2 groups of trainers – training in RCA makes a difference!

  11. Use of RCA profile • For trainers to analyse their own performance • To provide a structure for giving feedback • No reliability testing on scores – forget the numbers

  12. Case-based discussion • Registrar selects 3 cases and prepares them • Trainer selects 2 to discuss • Start with written record and then explore the GPR’s professional judgement in the case in each of 10 domains

  13. Case-based discussion • Trainer records ‘needs further development’, ‘competent’ or ‘excellent’ for each domain • Trainer makes recommendations for change • Training for trainers happening soon!

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