Clinical utility of the four-quadrant model of facilitated learning: Perspectives of experienced occupational therapists

Greber, Craig, Ziviani, Jenny and Rodger, Sylvia (2011) Clinical utility of the four-quadrant model of facilitated learning: Perspectives of experienced occupational therapists. Australian Occupational Therapy Journal, 58 3: 187-194. doi:10.1111/j.1440-1630.2010.00901.x


Author Greber, Craig
Ziviani, Jenny
Rodger, Sylvia
Title Clinical utility of the four-quadrant model of facilitated learning: Perspectives of experienced occupational therapists
Journal name Australian Occupational Therapy Journal   Check publisher's open access policy
ISSN 0045-0766
1440-1630
Publication date 2011-01-01
Sub-type Article (original research)
DOI 10.1111/j.1440-1630.2010.00901.x
Volume 58
Issue 3
Start page 187
End page 194
Total pages 8
Place of publication Richmond, VIC, Australia
Publisher Wiley-Blackwell Publishing Asia
Collection year 2012
Language eng
Formatted abstract
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.
Keyword Clinical reasoning
Patient/client education
Professional competency
Professional education
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2012 Collection
School of Health and Rehabilitation Sciences Publications
 
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Created: Mon, 03 Oct 2011, 22:04:20 EST by Professor Sylvia Rodger on behalf of School of Health & Rehabilitation Sciences