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The Four-Quadrant Model of Facilitated Learning (Part 1): Using teaching-learning approaches in occupational therapy
Journal article   Peer reviewed

The Four-Quadrant Model of Facilitated Learning (Part 1): Using teaching-learning approaches in occupational therapy

Craig Greber, J Ziviani and S Roger
Australian occupational therapy journal, Vol.54(Supplement 1), pp.s31-s39
2007
DOI: https://doi.org/10.1111/j.1440-1630.2007.00662.x
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https://doi.org/10.1111/j.1440-1630.2007.00662.xView
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Abstract

Clinical Sciences clinical reasoning OT theory patient/client education
Occupational therapists routinely use teaching-learning approaches to support clients in their acquisition of skills supporting occupational performance goals. This paper is the first of a two-part presentation that positions teaching-learning in occupational therapy through a discussion of the Four-Quadrant Model of Facilitated Learning (4QM). The 4QM provides a means of informing clinical reasoning when using teaching-learning approaches in occupational therapy. Although developed to actualise teaching-learning approaches with children, it has the potential to be applied more broadly. This first paper explores the relationship between occupational therapy principles and the use of teaching-learning approaches. It draws on current literature to understand the use of learning strategies as therapeutic tools. In this context, the 4QM is presented as a way of organising occupational therapy intervention when a teaching-learning approach is used.

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