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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. [ABSTRACT FROM AUTHOR]

Occupational therapists routinely use a variety of learning strategies as part of their engagement with clients. This paper is the second of a two-part presentation of the Four-Quadrant Model of Facilitated Learning (4QM), a client-centred means of employing teaching–learning approaches to intervention. The first paper examined the way teaching–learning approaches can be used in occupational therapy. The current paper discusses the ways that various learning strategies can be used as therapeutic tools. Useful learning strategies are grouped according to purpose and presented in the 4QM as a coordinated way of organising therapeutic intervention. In this way, the 4QM is posited to enhance the repertoire of strategies from which therapists can draw, and to help coordinate the learning process over time. The 4QM is advanced as a way of informing clinical reasoning in teaching–learning approaches to occupational therapy by providing a means of understanding how and when various strategies are most appropriately used. Although grounded in theories of child learning, applications to adult learning may also be possible. [ABSTRACT FROM AUTHOR]

Background and Aims: A developing international literature on population-based occupational intervention provides limited evidence of the ways in which the associated occupational therapy roles are developed among entry-level practitioners. This paper aims to explore the development of an occupational therapy role in a fieldwork placement from the perspective of a student and the off-site supervisor and to explore the use of Organisational Role Analysis in this process. Methods: Systems psychodynamics and an occupational perspective of health provided the theoretical framework for this participant observation case study. Data from the reflective diaries of a fourth-year student and her supervisor were analysed with respect to role development in an organisation where occupational therapy was welcome, but not completely understood. Results: This study provides insight into the challenges for students and supervisors in the development of an occupationally oriented role where the client is an organisation. Organisational Role Analysis was perceived to be helpful in focusing attention on the organisational context of role development. Conclusions: The application of the Organisational Role Analysis as an approach to student supervision in other settings, with more than one student and to facilitate professionally development warrants further investigation. [ABSTRACT FROM AUTHOR]

Aim: This paper describes the implementation of a Collaborative Model of Fieldwork Education in a regional hospital occupational therapy department. Methods: The literature on models of fieldwork education for occupational therapy students is reviewed, and an approach to the implementation of the collaborative model with three students to one clinical educator is described after piloting of this model's recommendations, arising from the pilot placement, are proposed. Conclusions: The implementation of a Collaborative Model of Fieldwork Education requires careful planning, close links with the university fieldwork team and a willingness on the behalf of occupational therapist clinical educators to explore alternative approaches to the provision of fieldwork education. [ABSTRACT FROM AUTHOR]