Evaluating the quality of student learning. II—Study orchestration and the curriculum

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Abstract
The present study describes how a qualitative evaluation of student learning was carried out in the context of a four-year undergraduate curriculum in occupational therapy. The evaluation of student learning was based on the concept of study orchestration—a term recently introduced in the research literature to capture the contextualised response of approaches to studying at an individual level. The present study illuminates how the application of this concept at a group level can facilitate the diagnosis of structural defects in a curriculum. It also demonstrates that students may manifest different study orchestrations in two aspects of the same discipline—a finding that is of theoretical and practical importance to educational practice.