PowerPoint presenation for the two-hour Orientation/Workshop
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.
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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