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Clinical utility of the four‐quadrant model of facilitated learning: Perspectives of experienced occupational therapists
Author(s) -
Greber Craig,
Ziviani Jenny,
Rodger Sylvia
Publication year - 2011
Publication title -
australian occupational therapy journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.595
H-Index - 44
eISSN - 1440-1630
pISSN - 0045-0766
DOI - 10.1111/j.1440-1630.2010.00901.x
Subject(s) - psychological intervention , modalities , occupational therapy , session (web analytics) , psychology , medical education , intervention (counseling) , quadrant (abdomen) , medicine , nursing , physical therapy , computer science , social science , sociology , world wide web , pathology
Background/aims: This study explored perspectives of experienced occupational therapists regarding teaching‐learning approaches used during intervention. The aim was to ascertain the clinical utility of the Four‐Quadrant Model of Facilitated Learning (4QM) (Greber, Ziviani, & Rodger, 2007a) by understanding how it might enhance clinical competency when applying teaching‐learning modalities. Methods: Mixed methods were used to ascertain the perspectives of two groups of therapists with seven or more years experience in either adult (n = 8) or paediatric (n = 7) practice. A pre‐discussion questionnaire was used to prime participants for an initial focus group centred on understanding how participants used teaching‐learning within occupational therapy intervention. Following a brief description of the 4QM, a further session explored the perspectives of participants regarding the 4QM as a means of conceptualising and planning teaching‐learning interventions. Results: Irrespective of practice area, therapists considered teaching‐learning approaches core to their practice, without necessarily identifying a clear process to guide their implementation. Proficiency in teaching‐learning was generally seen to be gained through trial and error. Participants identified potential clinical applications for the 4QM as a useful structure to support the application of teaching‐learning interventions, speculating that it would be particularly useful for novice clinicians. Conclusions: Participants endorsed the 4QM as a useful integrating framework to support the development of professional competencies related to planning interventions that use a teaching‐learning approach.