+The Two-hour Workshop*
+The Two-day Training Program*
The Mini-RAP
+The Role of Experienced Team Members*
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For individuals who
have had limited experience with qualitative techniques, there is a need
to provide a strong rationale for and an introduction to qualitative research.
For individuals with a background in qualitative research, there is a
need to help them understand ways in which RAP differs from traditional
approaches. There is general consensus from users that RAP is best learned
while participating as a team member with someone with experience, but
that, since rapid research methods are "organized common sense,"
they can be self-taught. Since learning to listen while discussing issues
with people is so critical for RAP, everyone should have the opportunity
of doing a videotaped semistructured interview. Just watching the results
can have a significant impact on the time one gives for others to respond
before talking again. From reading reports by others, one can learn a
significant amount about the methodology and what are realistic expectations
of it. A final recommendation for acquiring better RAP skills is to communicate
with others the results of the implementation of RAPs and to discuss methodology
with others.
Mini-RAP
Students in graduate
and undergraduate courses and participants in special training sessions
can practice by doing a Mini-RAP. The Mini-RAP should be clearly defined
as an educational activity and no more like a regular RAP than a five-minute
practice interview is like a regular interview. A Mini-RAP requires a
team of two or three people and a minimum of two cycles of data collection
and analysis. There is usually no insider on a Mini-RAP team. The same
requirements for informed consent apply. Students should be expected to
present in class their interview transcripts, logs with coding, data-analysis
diagramming, and "conclusions."
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A Mini-RAP
is a training activity and not a research activity.
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Maintained by
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