Craig Greber1, Jenny Ziviani, Sylvia Rodger. 1. Queensland Health, Department of Occupational Therapy, Nambour General Hospital, Nambour, Qld 4560, Australia. craig_greber@health.qld.gov.au
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.
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.