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CC BY-NC-ND 4.0 · Appl Clin Inform 2024; 15(05): 1080-1092
DOI: 10.1055/a-2412-3535
Special Issue on Teaching and Training Future Health Informaticians

Partnering with Students to Develop a Capstone for a Graduate Health Informatics Program

Rita Jezrawi
1   Department of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, Ontario, Canada
,
Stephanie Zahorka Derka
1   Department of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, Ontario, Canada
,
Elizabeth Warnick
1   Department of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, Ontario, Canada
,
Jasmine Foley
1   Department of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, Ontario, Canada
,
Vritti Patel
1   Department of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, Ontario, Canada
,
Neethu Pavithran
1   Department of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, Ontario, Canada
,
Thérèse Bernier
1   Department of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, Ontario, Canada
2   Health Informatics Program, George Brown College, Toronto, Ontario, Canada
,
Nicole Wagner
3   Information Systems, DeGroote School of Business, McMaster University, Hamilton, Ontario, Canada
,
Neil G. Barr
4   Health Policy and Management, DeGroote School of Business, McMaster University, Hamilton, Ontario, Canada
,
Vincent Maccio
5   Department of Computing and Software, Faculty of Engineering, McMaster University, Hamilton, Ontario, Canada
,
Margaret Leyland
6   Student Experience, DeGroote School of Business, McMaster University, Hamilton, Ontario, Canada
,
Cynthia Lokker
1   Department of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, Ontario, Canada
› Author Affiliations Funding This work was supported by the MacPherson Institute Garden Grant Program.
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Abstract

Objective This study aimed to assess the desirability, feasibility, and sustainability of integrating a project-based capstone course with the course-based curriculum of an interdisciplinary MSc Health Informatics program guided by a student-partnered steering committee and student-centered approach.

Methods We conducted an online cross-sectional survey (n = 87) and three semistructured focus groups (n = 18) of health informatics students and alumni. Survey data were analyzed descriptively. Focus groups were audio-recorded and transcribed verbatim and then analyzed using a general inductive and classic analysis approach.

Results Most students supported including a capstone project but desired an option to work independently or within a group. Students perceived several benefits to capstone courses while concerned over perceived challenges to capstone implementation, evaluation, and managing group processes. The themes identified were (1) professional development, identity, and career advancement, (2) emulating the real world and learning beyond the classroom, (3) embracing new, full-circle learning, (4) anticipated course structure, delivery, and preparation, (5) balancing student choice, interests, and priorities, and (6) concerns over group dynamics, limitations, and support.

Conclusion This study demonstrates the value of having students as partners at each stage in the process from methods conception to course curriculum design. With the steering committee and the curriculum developer, we codeveloped a student-centered course that integrates foundational digital health-related project knowledge acquisition with an inquiry-based project that can be completed independently or in small groups. This study demonstrates the potential benefits and challenges that health informatics educators may consider when (re)designing capstone courses.

Keywords

interdisciplinary education - digital health - health informatics - experiential learning - problem-based learning - students as partners

Protection of Human Subjects

This study received clearance from the Hamilton Integrated Research Ethics Board.


Supplementary Material



Publication History

Received: 14 March 2024

Accepted: 27 August 2024

Accepted Manuscript online:
10 September 2024

Article published online:
11 December 2024

© 2024. The Author(s). This is an open access article published by Thieme under the terms of the Creative Commons Attribution-NonDerivative-NonCommercial License, permitting copying and reproduction so long as the original work is given appropriate credit. Contents may not be used for commercial purposes, or adapted, remixed, transformed or built upon. (https://creativecommons.org/licenses/by-nc-nd/4.0/)

Georg Thieme Verlag KG
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